Can teachers implement a student-centered dialogical argumentation method across the curriculum?

Abstract

Abstract Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated in the curriculum performed significantly better on a final argumentative essay, compared to control groups who studied the same content with the same teachers using customary methods. Teachers interviews suggested additional effects including cognitive, metacognitive and socio-emotional skills. Discussion focuses on teachers role within a dialogical curriculum and argumentation s applicability and efficiency as a transdisciplinary pedagogical method.