ABSTRACT

This chapter focuses on students’ learning in argumentation that takes place in educational practices. The authors first clarify how an argument can be understood as consisting of different elements when it comes to classroom discussions. Drawing on earlier research, they then clarify questions that are important for teachers to think about in relation to students’ learning, their use of knowledge and the importance of peer interactions. They conclude that argumentation can be a fruitful method in the teaching of complex, value-related issues. In argumentation, the students not only learn and use content knowledge, but also learn how to formulate valid arguments in order to participate in deliberative discussions. The findings show that teachers have an important role to play with regard to the quality and diversity of the deliberation.