Mathematics education

Argument (complex analysis)

Philosophy

Neuroscience

Social psychology

Cognition

Argumentation theory

Pedagogy

Dialogical self

Biochemistry

Computer science

Curriculum

Argumentative

Psychology

Epistemology

Artificial intelligence

Metacognition

Chemistry

Situated

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?