Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students’ Science Content Knowledge

Peer argumentation, especially the discussion of contrary points of view, has experimentally been found to be effective in promoting science content knowledge, but how this occurs is still unknown. The available explanations are insufficient because they do not account for the evidence showing that gains in content knowledge are unrelated to group outcomes and are still evident weeks after collaboration occurs. The aim of this article is to...