Argumentation as a teaching and learning method in the K-12 curriculum has received increasing attention across the globe. The reason for this is simple: argumentation helps students develop necessary critical thinking skills. However, teaching this method is not as straightforward as it may appear. Placing the classroom at the centre of the investigation, this book seeks to throw light onto argumentation as a teaching practice by asking: What does it take to teach as argument? What does it mean to be ‘argumentative’ teachers? And, how can we create classroom environments that will help and encourage young people to develop their argument skills? Based on first-hand experience and extensive research, this volume guides the reader through argumentation with the focus placed on the relationship between this teaching method and effective learning and the need to investigate the role of teachers in encouraging argumentation in the classroom. Although there are a considerable number of tools and techniques that promote argumentation in the K-12 classroom, many teachers struggle to successfully implement them in the classroom. Aimed at addressing this issue, this book endeavours to instruct teachers on how to apply argumentation effectively in their day-to-day classes and to clarify argumentation as a teaching and learning strategy. As an important contribution to the field of argumentation and education, this book will be of interest to researchers, post-graduate students, and secondary school teachers, alike.

Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. This book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education.

Handbook of Strategies and Strategic Processing provides a state-of-the-art synthesis of conceptual, measurement, and analytical issues regarding learning strategies and strategic processing. Contributions by educational psychology experts present the clearest-yet definition of this essential and quickly evolving component of numerous theoretical frameworks that operate across academic domains. This volume addresses the most current research and theory on the nature of strategies and performance, mechanisms for unearthing individuals’ strategic behaviors, and both long-established and emerging techniques for data analysis and interpretation.

Given the complexity of learning, an increasingly diverse student population, and growing demands on today’s teachers, educational psychology has never been more relevant for informing instructional practice. Notably, an understanding of learning, both what it is and how it occurs, is essential for teachers to design and implement effective instruction that is responsive to the needs of their learners. As part of the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching, this volume highlights what and how teacher educators should teach about learning so that developing teachers will be more effective in their instructional practice. Preservice teachers represent a group of unique learners; in that they are learning about learning in order to support others’ learning. Similarly, teacher educators represent a unique group of educators in that they are guiding others in not just content knowledge but also in how to teach content across a variety of domains. As a means to highlight the ideas and constructs most essential for preservice teachers to learn, this volume was crafted for teacher educators, whether teaching educational psychology content incorporated into domain-specific courses or in a dedicated educational psychology course. Each chapter offers insight into what teachers need to know about learning as well as practical applications for how to teach the content. Chapters draw from a variety of theoretical perspectives about learning and identify common misconceptions that educational psychology instructors and teacher educators need to address in their work with preservice teachers. ENDORSEMENT: "The volume takes an expansive and inclusive view of teacher education and highlights how educational psychology can contribute to conversations about learning, motivation, teaching, inquiry, cooperation and collaboration, study strategies, intercultural competence, assessment, and student perceptions." — Nancy E. Perry & Anita Woolfolk Hoy

Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.

This book provides a comprehensive overview of empirical studies based on various approaches devoted to examining the interpersonal argumentative processes involved in different contexts. It also identifies context-dependent similarities and differences in the ways in which argumentative interactions are managed by individuals in a range of educational and professional settings. How can some forms of negotiation, change and debate result from engaging in interpersonal processes during argumentation? How do interpersonal dimensions affect the interdependencies between argumentative exchanges and construction of knowledge and skills? The book clarifies these open questions by providing a discussion of theoretical and empirical issues at the forefront of research, in order to provide a view of how interpersonal argumentation in educational and professional contexts is actually questioned and investigated. It offers readers an opportunity to discover the crucial importance of an in-depth understanding of the role and functions played by the interpersonal dynamics within argumentative interactions occurring in a wide range of educational and professional contexts.

Health and the environment are important learning areas in science education and their significance is growing. Not only do they have high social relevance, but they are also close to students’ interests and needs. They provide many opportunities to unlock science with questions that are personally relevant to boys and girls and that inspire them to engage in science. This book contains a selection of papers from prominent professionals in science, health and environmental education, who reflect on science education, each from their specific point of view. The core idea is to present well-founded perspectives on how science education may benefit from challenges stemming from both health and environmental education. Specific reasons are discussed as to why these two areas are particularly legitimized to challenge science education, and their potential impact on a revision of science education is evaluated. A new pedagogy for science¦environment¦health that yields interesting and relevant science education for students and teachers, and addresses the grand challenges of this century: what an attractive and rewarding project! The book will motivate teachers, teacher educators and science education researchers to take part in this on-going project.

The definitive reference in the field, this volume synthesizes current knowledge on writing development and instruction at all grade levels. Prominent scholars examine numerous facets of writing from sociocultural, cognitive, linguistic, neuroscience, and new literacy/technological perspectives. The volume reviews the evidence base for widely used instructional approaches, including those targeting particular components of writing. Issues in teaching specific populations--including students with disabilities and English learners--are addressed. Innovative research methods and analytic tools are clearly explained, and key directions for future investigation identified. New to This Edition *Chapters on genre instruction, evaluation and revision, argumentative writing, computer-based instruction, and professional development. *Chapters on new literacies, out-of-school writing, translation, and self-regulation. *Many new topics and authors, including more international perspectives. *Multiple chapters connect research findings to the Common Core writing standards. See also the editors' Best Practices in Writing Instruction, Second Edition, an accessible course text and practitioner's guide.

Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi‐leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers’ epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.

This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts. Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors