Peer reviewed
Direct linkERIC Number: EJ1366090
Record Type: Journal
Publication Date: 2022
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0037-7996
EISSN: EISSN-2152-405X
How Might Argumentation Research Inform Discourse-Based Social Studies Education?
Kuhn, Deanna; Halpern, Mariel
Social Studies, v113 n5 p264-270 2022
Social studies educators who applaud discourse-based approaches may benefit by adding research on argumentation to their conceptual toolkit. We make the case here for its value, in particular emphasizing that argumentation skill needs to develop, suggesting an apprenticeship model of this development and highlighting evidence supporting it.
Descriptors: Social Studies, Persuasive Discourse, Skill Development, Teaching Methods, Discourse Modes, Classroom Communication, Evidence, Information Sources, Thinking Skills, Kindergarten, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
