This paper describes extensions of pragma-dialectical theory for analysing learning processes in students’ argumentation dialogues. It is argued that although pragma-dialectics is the most appropriate theory in this context, it needs to be ‘psychologised’ by the consideration of additional discursive, dialogical, epistemological, interpersonal and affective dimensions of dialogue. In conclusion, prospects for new rapprochement between argumentation theory and psychology are discussed.
Tuzinkievicz, María Agustina, Nadia Soledad Peralta & Mariano Andrés Castellaro
2025. Influence of technological environment and mediation on dialogical argumentative interactions. European Journal of Psychology of Education 40:1
ISMAIL, THAMARASSERI & K. A. SHEJEENA
2022. EFFECTIVENESS OF SCAFFOLDED VEE DIAGRAM, AN INSTRUCTIONAL
STRATEGY FOR SCIENCE STUDENTS AT SECONDARY LEVEL. i-manager's Journal of Educational Technology 18:3 ► pp. 1 ff.
2018. Frans H. van Eemeren and A. Francisca Snoeck Henkemans: Argumentation: Analysis and Evaluation. Argumentation 32:1 ► pp. 151 ff.
Baker, Michael J., Françoise Détienne & Flore Barcellini
2017. Argumentation and Conflict Management in Online Epistemic Communities: A Narrative Approach to Wikipedia Debates. In Interpersonal Argumentation in Educational and Professional Contexts, ► pp. 141 ff.
Mougenot, Céline, Françoise Détienne, Miles Pennington, Michael Baker, Tim Corvin, Clair-Antoine Veyrier, Kengo Arai & Samuel Huron
2017. Proceedings of the European Conference on Cognitive Ergonomics 2017, ► pp. 93 ff.
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