Developing Argumentation Skills in Elementary Students

Abstract

Collaborative Reasoning (CR) discussions have been shown to support elementary student development of argumentation skills. Prior studies have found improved argumentation skill in transfer tasks from collaborative group work in CR discussions to individual written argumentation. However, little prior research on CR interventions has examined individual student’s growth in writing prior to and post CR. This paper explored this area and found that students with relatively lower argumentation skills may benefit more significantly from CR.