Argumentation as a pathway to critical thinking
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Original versionFerguson, L. E. & Bubikova-Moan, J. (2019). Argumentation as a pathway to critical thinking. In B. Garssen, D. Godden, G. R. Mitchell & J. H. M. Wagemans (Eds.), Proceedings of the Ninth Conference of the International Society for the Study of Argumentation (352-362). Amsterdam: Sic Sat.
Based on insights from the field of educational psychology, we designed and implemented an eightweek, small-scale intervention for first year university students in educational sciences. Critical thinking and argumentation skills were fostered through small-group classroom discussions. Tentative findings from focusgroup interviews suggested that students benefited from our approach. Theoretical and educational implications are also presented.