SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Deanna Kuhn, Wendy Moore, Argumentation as core curriculum, Learning: Research and Practice, 2015, 1

    CrossRef

  2. 2
    Tzu-Jung Lin, Richard C. Anderson, May Jadallah, Kim Nguyen-Jahiel, Il-Hee Kim, Li-Jen Kuo, Brian W. Miller, Handrea A. Logis, Ting Dong, Xiaoying Wu, Yuan Li, Social influences on children's development of relational thinking during small-group discussions, Contemporary Educational Psychology, 2015, 41, 83

    CrossRef

  3. 3
    KALYPSO IORDANOU, COSTAS P. CONSTANTINOU, Supporting Use of Evidence in Argumentation Through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment, Science Education, 2015, 99, 2
  4. 4
    P.-S. Hsu, M. Van Dyke, Y. Chen, T.J. Smith, The effect of a graph-oriented computer-assisted project-based learning environment on argumentation skills, Journal of Computer Assisted Learning, 2015, 31, 1
  5. 5
    Pei-Shan Tsai, Chin-Chung Tsai, College students' skills of online argumentation: The role of scaffolding and their conceptions, The Internet and Higher Education, 2014, 21, 1

    CrossRef

  6. 6
    Amanda Crowell, Deanna Kuhn, Developing Dialogic Argumentation Skills: A 3-year Intervention Study, Journal of Cognition and Development, 2014, 15, 2, 363

    CrossRef

  7. 7
    Kalypso Iordanou, Developing Face-to-Face Argumentation Skills: Does Arguing on the Computer Help?, Journal of Cognition and Development, 2013, 14, 2, 292

    CrossRef

  8. 8
    Deanna Kuhn, Nicole Zillmer, Amanda Crowell, Julia Zavala, Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence, Cognition and Instruction, 2013, 31, 4, 456

    CrossRef

  9. 9
    Maria Evagorou, Jonathan Osborne, Exploring young students' collaborative argumentation within a socioscientific issue, Journal of Research in Science Teaching, 2013, 50, 2
  10. 10
    Esra Alagoz, Social argumentation in online synchronous communication, International Journal of Computer-Supported Collaborative Learning, 2013, 8, 4, 399

    CrossRef

  11. You have free access to this content11
    MERCE GARCIA-MILA, SANDRA GILABERT, SIBEL ERDURAN, MARK FELTON, The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse, Science Education, 2013, 97, 4
  12. 12
    Christopher P. Dwyer, Michael J. Hogan, Ian Stewart, An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments, Metacognition and Learning, 2012, 7, 3, 219

    CrossRef

  13. 13
    Christa S.C. Asterhan, Tammy Eisenmann, Introducing synchronous e-discussion tools in co-located classrooms: A study on the experiences of ‘active’ and ‘silent’ secondary school students, Computers in Human Behavior, 2011, 27, 6, 2169

    CrossRef

  14. 14
    Mia Consalvo, Greg Costikyan, Drew Davidson, Nick Fortugno, David Shaenfield, Pete Vigeant, Christopher Weaver, Karen Schrier, Designing Games for Ethics, 2011,

    CrossRef

  15. 15
    Deanna Kuhn, Teaching and learning science as argument, Science Education, 2010, 94, 5
  16. 16
    Deanna Kuhn, Yanan Wang, Huamei Li, Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse, Discourse Processes, 2010, 48, 1, 26

    CrossRef

  17. 17
    Deanna Kuhn, Kalypso Iordanou, Maria Pease, Clarice Wirkala, Beyond control of variables: What needs to develop to achieve skilled scientific thinking?, Cognitive Development, 2008, 23, 4, 435

    CrossRef

  18. 18
    Deanna Kuhn, Maria Pease, What Needs to Develop in the Development of Inquiry Skills?, Cognition and Instruction, 2008, 26, 4, 512

    CrossRef

  19. 19
    Deanna Kuhn, Adolescent Thinking, Handbook of Adolescent Psychology,
  20. 20
    Deanna Kuhn, What is Scientific Thinking and How Does it Develop?,