Learning by Arguing

Abstract

Can argumentation practice simultaneously promote knowledge acquisition while advancing skill in the practice itself? We examine the effectiveness of a dialog-based argument curriculum in fostering middle-school students' knowledge acquisition as well as dialogic and written argumentation skill with respect to a content-rich, socially significant topic. Results of two studies, one involving a physical science topic and the other a social topic, showed a single intervention could meet both objectives. Study 1 following a previously used model of extended intervention (nine sessions over five weeks) and Study 2 experimenting with a dense model of six intervention hours completed over two days. Both were found effective. A novel question-and-answer method was found superior to a traditional one in promoting acquisition of factual knowledge sufficient to support argumentation. With respect to skill gains, a prompt to consider incongruent evidence showed the greatest effect in furthering mastery of a critical argument skill – to acknowledge and address, rather than ignore, evidence that counters one’s favored position.