What happens when a child's or adult's existing theories come into contact with new evidence? The authors examine these fundamental processes of knowledge acquisition, using a microgenetic method in which the coordination of theory and evidence is followed in sessions over several months. Working on problems in physical and social domains, both children and adults show progress in the level of strategies used—progress that was maintained when new problems were introduced. The authors identify multiple forms of competence—strategic, metastrategic, and metacognitive—involved in the process of developmental change, and they relate their work to issues in the study of conceptual change, causal and scientific reasoning, and the development of thinking skills.

Strategies of Knowledge Acquisition (Monographs of the Society for Research in Child Development)

Health, Fitness & Dieting

ANDERSON, Christopher

Kuhn, Deanna

Garcia-Mila, Merce

Zohar, Anat

Psychology & Counseling

University of Chicago Press

The Skills of Argument presents a comprehensive, empirical study of informal reasoning as argument, involving subjects across the life span. Professor Kuhn asked her subjects questions that people have occasion to think and talk about in everyday life, such as "What causes prisoners to return to crime after they are released?" "What causes unemployment?" "What causes children to fail in school?" Subjects were asked to offer their own theories regarding the cause of the phenomenon and then asked to provide supporting evidence for their theories. This is the first major study of how people reason in everyday life, and it highlights the importance of argumentative reasoning in everyday thought. Professor Kuhn's findings address crucial issues in cognitive and developmental psychology, as well as in education, and her work will also appeal to philosophers, political scientists, and linguists interested in argumentative discourse.

The Skills of Argument

Science & Math

Behavioral Sciences

Cambridge University Press

The Skills of Argument presents a comprehensive, empirical study of informal reasoning as argument, involving subjects across the life span. Professor Kuhn asked her subjects questions that people have occasion to think and talk about in everyday life, such as "What causes prisoners to return to crime after they are released?" "What causes unemployment?" "What causes children to fail in school?" Subjects were asked to offer their own theories regarding the cause of the phenomenon and then asked to provide supporting evidence for their theories. This is the first major study of how people reason in everyday life, and it highlights the importance of argumentative reasoning in everyday thought. Professor Kuhn's findings address crucial issues in cognitive and developmental psychology, as well as in education, and her work will also appeal to philosophers, political scientists, and linguists interested in argumentative discourse.

In this Monograph, knowledge acquisition is examined as a process involving the coordination of existing theories with new evidence. Central to the present work is the claim that strategies of knowledge acquisition may vary significantly across (as well as within) individuals and can be conceptualized within a developmental framework.

Wiley/Blackwell

What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond. 
 Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a "thinking curriculum"—a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children's lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argument—such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment—allow students to appreciate their power and utility as they engage in them. 
 Most of what students do in schools today simply does not have this quality. Inquiry and argument do. They are education for life, not simply more school, and they offer a unifying purpose for compulsory schooling as it serves an ever more diverse and challenging population.

Education for Thinking

Harvard University Press

What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond.
Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a "thinking curriculum"―a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children's lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argument―such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment―allow students to appreciate their power and utility as they engage in them. 
Most of what students do in schools today simply does not have this quality. Inquiry and argument do. They are education for life, not simply more school, and they offer a unifying purpose for compulsory schooling as it serves an ever more diverse and challenging population.

Building Our Best Future: Thinking Critically About Ourselves and Our World -- Teacher Edition

Building Our Best Future by Deanna Kuhn (author of Education for Thinking, Harvard University Press) offers a text written directly to middle and secondary students. It engages them in a method of well-documented effectiveness, using peer dialog to develop verbal and written skills of argument and critical thinking. Simultaneously it engages them in evidence-based decision making regarding 44 topics about their personal futures, the futures of their communities, of their nation, and their world. Provided for each topic is a comprehensive body of factual knowledge, in simple Q&amp;A format, all with further sources. The Teachers Edition provides further resources, including assessment of student skill gains.

Building Our Best Future: Thinking Critically About Ourselves and Our World

Education & Teaching

Schools & Teaching

wessex, inc.

It is essential thatmiddle- and high-school students develop argument skills. This rich resource provides a clear, step-by-step approach that achieves this goal. The method is rooted in peer dialog and makes use of readily available technology. The authors document impressive gains in students’ skills in producing and interpreting both dialogic and written arguments. The method can be used in English or content-area classes, or even be implemented as a stand-alone class or as part of a debate program. This curriculum helps students become critical thinkers prepared for the demands of college, careers, and citizenship. Book Features: <ul>
<li>Background on why students should develop argument skills and what these skills consist of </li> <li>The nuts and bolts of how to implement the curriculum in your own classroom </li> <li>Alignments to the Common Core State Standards and Next Generation Science Standards </li> <li>Accessible video material showing both teacher’s instructions and students’ activities </li> <li>Samples of students’ written work </li> <li>Assessment tools that you can use or modify to fit your own needs </li> <li>An appendix with additional guides, examples, suggested topics, and classroom-ready reproducibles.</li>
</ul>
New to the second edition is a chapter on how you can incorporate this approach into an existing curriculum if you are unable to implement the full program.The techniques are designed to be flexible and adaptable, and work with students of all ability levels―especially with those who are less motivated and engaged in school. This enhanced edition is also accompanied by free bonus eResources, such as suggested readings on different topics and full lesson plans, which you can download and print from our website, www.routledge.com/9781138911406.

Argue with Me: Argument as a Path to Developing Students' Thinking and Writing

Reference

Hemberger, Laura

Khait, Valerie

Words, Language & Grammar

Routledge

It is essential that middle- and high-school students develop argument skills. This rich resource provides a clear, step-by-step approach that achieves this goal. The method is rooted in peer dialog and makes use of readily available technology. The authors document impressive gains in students’ skills in producing and interpreting both dialogic and written arguments. The method can be used in English or content-area classes, or even be implemented as a stand-alone class or as part of a debate program. This curriculum helps students become critical thinkers prepared for the demands of college, careers, and citizenship.  Book Features:     Background on why students should develop argument skills and what these skills consist of  The nuts and bolts of how to implement the curriculum in your own classroom  Alignments to the Common Core State Standards and Next Generation Science Standards  Accessible video material showing both teacher’s instructions and students’ activities  Samples of students’ written work  Assessment tools that you can use or modify to fit your own needs  An appendix with additional guides, examples, suggested topics, and classroom-ready reproducibles. New to the second edition is a chapter on how you can incorporate this approach into an existing curriculum if you are unable to implement the full program.The techniques are designed to be flexible and adaptable, and work with students of all ability levels―especially with those who are less motivated and engaged in school. This enhanced edition is also accompanied by free bonus eResources, such as suggested readings on different topics and full lesson plans, which you can download and print from our website, www.routledge.com/9781138911406.

Argue with Me (Eye on Education)

Building Our Best Future: Thinking Critically About Ourselves and Our World - Student edition

Business & Money

Job Hunting & Careers

LAP LAMBERT Academic Publishing

See the best price to sell, buy, or rent books by Kuhn, Deanna. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Kuhn, Deanna

See the best price to sell, buy, or rent books by Kuhn, Deanna. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Strategies of Knowledge Acquisition (Monographs of the Society for Research in Child Development)

The Skills of Argument

The Skills of Argument

Strategies of Knowledge Acquisition (Monographs of the Society for Research in Child Development)

Education for Thinking

Education for Thinking

Building Our Best Future: Thinking Critically About Ourselves and Our World

Argue with Me: Argument as a Path to Developing Students' Thinking and Writing

Argue with Me (Eye on Education)

Building Our Best Future: Thinking Critically About Ourselves and Our World - Student edition