SIG 26 - Argumentation, Dialogue and Reasoning


Rupert Wegerif

Professor of Education, University of Cambridge

Armin Weinberger

Saarland University, Germany

Claire Polo

Researcher in Educational Sciences, Lyon 2 University, France

Lydia Cao

PhD candidate, University of Cambridge

Mission statement


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.



SIG 20 - 26 meeting 2019

Tools of inquiry and argumentation to tell facts from fiction
26th - 28th August, 2020
Utrecht, Netherlands