The phrase "argumentation learning" is correct and usable in written English.
It can be used in contexts related to education, critical thinking, or debate, where the focus is on learning how to construct and analyze arguments.
Example: "In our course, we will focus on argumentation learning to enhance students' critical thinking skills."
Alternatives: "argument-based learning" or "learning through argumentation".
The relationship between argumentation and learning science as well as the state of argumentation in science education prompted us to ask how students made use of questions that they generated to construct sound and strong arguments in science.
This clearly demonstrates that students' argumentation ability and conceptual change were both facilitated through receiving the on-line Synchronous Argumentation science learning program.
Topics include: Questioning Strategies, Classroom Discourse, Teaching through misconceptions, Argumentation approach to instruction, Learning Theory, Conceptions and Conceptual Change and Fixed vs Growth Mind-set, Science Communication.
Hence, a detailed articulation of such variations is likely to contribute to an assessment of where and how future studies on argumentation can place a concerted effort in maximizing understanding of argumentation's utility for science teaching and learning.
Great Debate: Developing Argumentation Skills: In this 2010 lesson, students consider the characteristics of effective debate and learn about various formats.
Learners in the faded script condition acquired higher quality internal scripts about argumentation than learners in the unfaded script condition, provided that their learning partners monitored how they followed the strategy of argumentation suggested by the external script.
Two versions of an external collaboration script (high vs. low structured) supporting collaborative argumentation were embedded within a Web-based collaborative inquiry learning environment.
Explaining things to others, as is done in teaching and supervision, also contributes to learning as it requires expressing knowledge and argumentation, and thus elaboration (Eraut 2007; Ericsson 2004; Van de Wiel et al. 2004).
All 140 students were administered the scientific conception test, conceptual change test, and argumentation test before, one week after, and eight weeks after learning.
This approach combines machine learning from examples with concepts from the field of argumentation.
