Metacognition

Situated

Neuroscience

Pedagogy

Dialogical self

Epistemology

Mathematics education

Philosophy

Cognition

Artificial intelligence

Psychology

Chemistry

Argumentative

Computer science

Argumentation theory

Argument (complex analysis)

Curriculum

Biochemistry

Social psychology

Teaching and Teacher Education

Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated in the curriculum performed significantly better on a final argumentative essay, compared to control groups who studied the same content with the same teachers using customary methods. Teachers' interviews suggested additional effects including cognitive, metacognitive and socio-emotional skills. Discussion focuses on teachers' role within a dialogical curriculum and argumentation's applicability and efficiency as a transdisciplinary pedagogical method.

Can teachers implement a student-centered dialogical argumentation method across the curriculum?