[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-178700-105":59,"doc-detail-178700-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","learning-through-communication-how-arguing-about-scientific-information-contributes-to-learning","Learning through Communication - How Arguing about Scientific Information Contributes to Learning","","The document presents scholarly contributions on how argumentation and dialogue support learning and understanding. It covers the role of discussing scientific information in learning success, identifies general cognitive abilities involved in comprehending and evaluating arguments, and examines how explaining influences learners’ assessment of their own and experts’ knowledge. Additional articles explore developing epistemological understanding through argumentation, the impact of dialogic learning settings on evidence use in adolescent students, and whether agreeing or disagreeing is more beneficial when critical questioning and elaboration guide argumentative discourse.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-through-communication-how-arguing-about-scientific-information-contributes-to-learning/178700/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-through-communication-how-arguing-about-scientific-information-contributes-to-learning/178700.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-05","2026-09-02",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does arguing about scientific information contribute to learning success?","Question",{"text":112,"@type":113},"The editorial frames learning through communication as a process where argumentation about scientific information supports learners’ learning outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which cognitive abilities are involved in understanding and evaluating arguments?",{"text":117,"@type":113},"An article focuses on identifying general cognitive abilities that underlie comprehension and evaluation in argumentative contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"What effects do explaining and dialogic settings have on learners’ knowledge and evidence use?",{"text":121,"@type":113},"One article shows that explaining affects how learners assess their own knowledge and experts’ knowledge, while another examines how dialogic settings influence evidence use in adolescent students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},178700,1788333041,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| Inhalt\u003Cbr>Editorial Learning through Communication: How Arguing about Scientific\u003Cbr>Information Contributes to Learning\u003Cbr>Lernen im Diskurs: Wie das Argumentieren über wissenschaftsbezogene Informationen zum Lernerfolg beiträgt\u003Cbr>Regina Jucks, Elisabeth Mayweg-Paus | 75 |\n| --- | --- |\n| Originalartikel / Identifying General Cognitive Abilities Involved in Argument\u003Cbr>Original Articles Comprehension and Evaluation | 79 |\n| Das Verständnis und die Evaluation von Argumenten:\u003Cbr>Zur Rolle allgemeiner kognitiver Fähigkeiten |  |\n| M. Anne Britt, Kristopher J. Kopp, Amanda M. Durik, Dylan Blaum,\u003Cbr>Peter Hastings |  |\n| Who knows? Explaining Impacts on the Assessment of our own Knowledge and of the Knowledge of Experts | 97 |\n| Wer könnte es wissen? Erklären beeinflusst die Einschätzung unseres\u003Cbr>eigenen Wissens sowie unsere Einschätzung des Wissens von Experten\u003Cbr>Rainer Bromme, Eva Thomm, Katharina Ratermann |  |\n| Developing Epistemological Understanding in Scientific and Social\u003Cbr>Domains through Argumentation | 109 |\n| Wie das Argumentieren die Entwicklung eines epistemologischen |  |\n| Verständnisses in wissenschaftlichen und sozialen Bereichen fördern kann Kalypso Iordanou |  |\n| How Dialogic Settings Infl uence Evidence Use in Adolescent Students | 121 |\n| Welchen Einfluss haben dialogische Lernsituationen auf den Gebrauch |  |\n| von Evidenz bei adoleszenten Schülerinnen und Schülern? |  |\n| Elisabeth Mayweg-Paus, Fabrizio Macagno |  |\n| Better to Agree or Disagree? The Role of Critical Questioning\u003Cbr>and Elaboration in Argumentative Discourse | 133 |\n| IstZustimmung oder Dissens besser? Die Rolle des Kritischen\u003Cbr>Hinterfragens und Elaborierens im Argumentativen Diskurs\u003Cbr>Monja Thiebach, Elisabeth Mayweg-Paus, Regina Jucks |  |\n\n\n| Buchbesprechungen / Book Reviews | Hasselhorn, M. , Ehm, J. -H. , Schneider, W. & Schöler, H. (2015) . Das Projekt «Schulreifes Kind». Abschlussbericht der wissenschaftlichen Begleitung Marlit Annalena Lindner\u003Cbr>Steins, G. (2014) . Sozialpsychologie des Schulalltags. Band I: Grundlagen und Anwendungen (2. Aufl.)\u003Cbr>Steins, G. , Bitan, K. & Haep, A. (2014) . Sozialpsychologie des Schulalltags. Band II: Im Klassenzimmer\u003Cbr>Jost Stellmacher | 163\u003Cbr>165 |\n| --- | --- | --- |\n| Neuerscheinungen / New Books |  | 169 |","cbCaihNZkhQiNDDk","https://ap.wps.com/l/cbCaihNZkhQiNDDk","pdf",679836,21,"English","# Editorial\n## Learning through Communication: How Arguing about Scientific Information Contributes to Learning\n# Original Articles\n## Identifying General Cognitive Abilities Involved in Argument Comprehension and Evaluation\n## Who knows? Explaining Impacts on the Assessment of our own Knowledge and of the Knowledge of Experts\n## Developing Epistemological Understanding in Scientific and Social Domains through Argumentation\n## How Dialogic Settings Influence Evidence Use in Adolescent Students\n## Better to Agree or Disagree? The Role of Critical Questioning and Elaboration in Argumentative Discourse\n# Book Reviews\n## Hasselhorn et al. and Steins (School-relevant child and social psychology of school life)\n# New Books","[{\"question\":\"How does arguing about scientific information contribute to learning success?\",\"answer\":\"The editorial frames learning through communication as a process where argumentation about scientific information supports learners’ learning outcomes.\"},{\"question\":\"Which cognitive abilities are involved in understanding and evaluating arguments?\",\"answer\":\"An article focuses on identifying general cognitive abilities that underlie comprehension and evaluation in argumentative contexts.\"},{\"question\":\"What effects do explaining and dialogic settings have on learners’ knowledge and evidence use?\",\"answer\":\"One article shows that explaining affects how learners assess their own knowledge and experts’ knowledge, while another examines how dialogic settings influence evidence use in adolescent students.\"}]","Learning through Communication - How Arguing about Scientific Information Contributes to Learning | PDF",53]