Argumentation and education

 

Rapanta, C., & Macagno, F. (2020). Pragmatics, education and argumentation: Introduction to the special issue.Learning, Culture and Social Interaction online first.

Macagno, F. (2020). Coding Relevance. Learning, Culture and Social Interaction online first.

Rapanta, C., & Macagno, F. (2019). Evaluation and promotion of argumentative reasoning among university students: The case of academic writing.Revista Lusófona de Educação 45(45): 125-142.

Rapanta, C., & Macagno, F. (2016). Argumentation Methods in Educational Contexts.International Journal of Educational Research 79: 142–149.

Macagno, F. (2016). Argument relevance and structure. Assessing and developing students’ uses of evidence. International Journal of Educational Research 79: 180–194.

Mayweg-Paus, E., & Macagno, F. (2016). How Dialogic Settings Influence Evidence Use in Adolescent Students. Zeitschrift für Pädagogische Psychologie 30: 121-132.

Mayweg-Paus, E., Macagno, F. & Kuhn, D. (2015). Developing argumentation strategies in electronic dialogs: Is modeling effective? Discourse Processes 53 (4): 280-297.

Macagno, F., Mayweg-Paus, E., & Kuhn, D. (2015). Argumentation Theory in Education Studies: Coding and Improving Students’ Argumentative Strategies. Topoi 34:523–537.

Konstantinidou, K. & Macagno, F. (2013) Understanding Students’ Reasoning: Argumentation Schemes as an Interpretation Method in Science Education. Science and Education 22(5): 1069-1087.

Macagno, F. & Konstantinidou, K (2013). What students’ arguments can tell us. Using argumentation schemes in science education. Argumentation 27(3): 225-243.

Macagno F., Walton D., Reed C. (2007). Argument Diagramming in Logic, Artificial Intelligence, and Law. Knowledge Engineering Review 22 (1): 87-109.

Rowe G., Macagno F., Walton D., Reed C., (2006). Araucaria as a Tool for Diagramming Arguments in Teaching and Studying Philosophy. Teaching Philosophy 29 (2): 111-124.