The key context within which preschool children learn to justify beliefs with reasons is
collaborative problem‐solving and decision‐making with peers, including in the moral …

The construct of metacognition appears in an ever increasing number and range of contexts
in educational, developmental, and cognitive psychology. Can it retain its status as a useful …

This study investigates whether university students' epistemic beliefs and prior knowledge
about controversial socioscientific issues (SSIs) can predict the different types of arguments …

Abstract This 6‐wave longitudinal study (2014–2018) of 161 German 5‐to 10‐year‐olds
from a midsized city and rural area in southern Germany (89 females, 72 males; …

The present work examines the role of reflection in supporting the development of argument
skill. Participants who engaged in argumentation practice with additional reflective activities …

Background YouTube is widely used for learning about scientific issues in and out of school.
However, much of the scientific information on YouTube is inaccurate. Prior studies have …

The aim of the present study was to examine science and non-science education secondary
school teachers' skill to evaluate arguments, and how this skill relates to their skill to …

Reconciling divergent accounts is a metacognitive task of a high order. It entails deep
thinking about the thought processes of other people, as represented in multiple accounts …

Abstract Domain perspective reasoning refers both to students' recognition of authors'
domain perspectives during reading and students' abilities to draw on varied domain …

Schooling traditionally affords students more experience in learning and practicing
procedures than in identifying what a situation calls for. When asked to choose appropriate …