Abstract. Learning inside and outside of traditional educational settings, is often a social activity. Scientific information, such as information based on scientific knowledge, is processed in order to acquire knowledge, to solve concrete problems and/...

Abstract. Individuals who lack the necessary skills for accurate argument evaluation will be at a significant disadvantage throughout their lives. Research has shown that simple tutorials are not effective for many students (about 30 %). The current ...

Abstract. Children and adults are mostly too optimistic when assessing their understanding of complex causal entities. Only when asked to explain the underlying mechanisms of such entities, their metacognitive self-assessment becomes more realistic. The ...

Abstract. The present work examines whether engagement in an argument-based intervention can support the development of evaluativist epistemological understanding. Students were randomly assigned to one of two intervention conditions – focusing on either ...

Abstract. This study examines how evidence is used differently in argumentative discourse compared to individual arguments. Applying a 1 × 2 crossover study design, 37 secondary school students were asked either to discuss a social issue with their ...

Abstract. Dealing with scientific information on the Internet is an increasingly communicative activity. Two discourse features have been found to impact on the effectiveness of argumentative discourse activities: Critically questioning and elaborating ...

Abstract. The benefits of the exchange of arguments for science education are well established. The argumentative theory of reasoning is in a good position to explain these benefits. It claims that the main function of reasoning is to argue: to produce ...

Abstract. This commentary addresses the diverse and stimulating articles included in this special issue (). We begin by discussing the overall landscape of this compilation in terms of the network of new findings described and ...