Abstract
A review of features and results of a research program concerning social interaction in knowledge construction that covers more than 10 years of research is given. Starting from a Vygotskian theoretical background, interactive dimensions are considered as an instrument for curriculum change in different domains and, subsequently, as an experimental treatment in young children's education. In particular, arguing within school settings appears to be a crucial tool for learning to reason and to explain: Knowledge domains become characterized by epistemic procedures, which are implemented in arguing, and by shared reasoning within adequate educational settings.
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Pontecorvo, C. Social interaction in the acquisition of knowledge. Educ Psychol Rev 5, 293–310 (1993). https://doi.org/10.1007/BF01323049
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DOI: https://doi.org/10.1007/BF01323049