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Tel: +32 9 264 62 51 | Email: earlisig2026@lists.ugent.be
Arguing to learn as well as learning to argue are central goals of progressive pedagogies. While those types of activities are extremely rewarding both from learning, developmental, and dialogic perspectives, their implementation in educational contexts encounters enormous obstacles and difficulties. Possible venues for facing these obstacles are (a) R&D efforts in Computer-Supported Collaborative Learning tools that afford the emergence of new forms of argumentation that open new opportunities for learning and development, (b) research in design of environments for argumentation and learning (e.g., by scripts, structuring discourse, design of resources, arrangement of groups, etc.) and (c) research on innovative teaching practices. We focus on research on argumentation in educational contexts across the life span in different disciplines (mathematics, science, history, civic education, etc.), elaborating theories and methods to study how motivational, epistemological, and emotional factors impinge on the quality of different forms of argumentation in education, analyze argumentative competence in various disciplinary areas, and investigate approaches and tools to facilitate argumentation in various educational contexts.
Baruch Schwarz
The Hebrew University of Jerusalem, Israel
baruch.schwarz@mail.huji.ac.il
Armin Weinberger
Saarland University, Germany
a.weinberger@mx.uni-saarland.de
Freydis Vogel
Technische Universität München, Germany
freydis.vogel@tum.de
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