Deliberation versus Dispute: The Impact of Argumentative Discourse Goals on Learning and Reasoning in the Science Classroom
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Researchers in science education have converged on the viewthat argumentation can be an effective intervention for promoting knowledge construction in science classrooms.However, the impact of such interventions may be mediated by individuals’ task goals while arguing. In argumentative discourse, one can distinguish two overlapping but distinct kinds of activity: dispute and deliberation. In dispute the goal is to defend a conclusion by undermining alternatives, whereas in deliberation the goal is to arrive at a conclusion by contrasting alternatives. In this study, we examine the impact of these discourse goals on both content learning and argument quality in science.
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Deliberative dialogues help students produce two-sided essays that integrate arguments and counterarguments, reducing confirmation bias, compared with persuasive dialogues.
“Deliberative dialogues, compared to persuasive dialogues, also help students to elaborate two-sided essays i.e. texts, which involve argument-counterargument integration, mitigating the effects of confirmation-bias (Felton et al., 2009;Villarroel et al., 2016).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
Refutation is less encouraging of two-sided reasoning than weighting or synthesis/designing claims.
“Although the refutation strategy allows the problem space to be explored, it does not encourage two sided-reasoning as much as weighting or synthesis/designing claims, which are much more integrative strategies (Felton et al., 2009;Nussbaum & Schraw, 2007).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
Changes in oral argumentation skills transfer to written performance.
“Changes in oral argumentation skills have been shown to transfer to written performance (Felton et al., 2009;Reznitskaya et al., 2001).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
Prior studies have shown benefits of dialogic activities in argumentative writing, especially when dialogues have a deliberative rather than persuasive goal.
“Several studies had already shown the benefits of dialogic activities in argumentative writing processes (Crowell & Kuhn, 2014;Kuhn & Crowell, 2011;Kuhn et al., 2016;Litosseliti et al., 2005;Reznitskaya et al., 2001), especially when these dialogues are raised with a deliberative rather than persuasive goal (Felton et al., 2009(Felton et al., , 2015b(Felton et al., , 2019;;Villarroel et al., 2016)”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
This evidence is consistent with previous research in which deliberative dialogues, compared with persuasive dialogues, favoured integration of arguments and counterarguments.
“This evidence is consistent with previous research in which deliberative dialogues, compared with persuasive dialogues, favoured the integration of arguments and counterarguments (Felton et al., 2009(Felton et al., , 2015b)).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Felton et al., 2009
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“…(Germany), or in the HarmoSKonkordat (Switzerland) (Rapanta et al. 2013, p. 484; Hauser and Luginbühl 2017, p. 89) and in research on argumentation and education (Schwarz and Baker 2017; Muller Mirza and Buty 2015; Jadallah et al. 2011; Muller Mirza and Perret-Clermont 2009; Felton et al. 2009).”
BackgroundNussbaum, E. M., Winkle, M. S. V., Tian, L., Putney, L. G., Huerta, M., Perera, H. N., Dove, I. J., Herrera, A. N., & Carroll, K. R. (2024) · Science Education · doi:10.1002/sce.21877 · Cited by 14 · see citing works
Promoting Students’ Attention to Argumentative Reasoning Patterns
Cavagnetto, A. R., & Kurtz, K. J. (2016) · Science Education · doi:10.1002/sce.21220 · Cited by 14 · see citing works
Rapanta, C., & Walton, D. (2015) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2015.1111610 · Cited by 13 · see citing works
“For example, Felton, Garcia-Mila, and Gilabert (2009) found that deliberative rather than disputative argumentation leads to more evidence-based arguments, better recall of information used and greater attention to the opponents’ views.”
BackgroundVillarroel, C., García-Milà, M., Felton, M. K., & Miralda-Banda, A. (2019) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2018.1550162 · Cited by 13 · see citing works
“…revisado, existe un importante cuerpo de investigación que da cuenta de que estos efectos positivos pueden verse bloqueados (Dong et al., 2002; Felton et al., 2009; Felton, Garcia-Mila, Villarroel, & Gilabert, 2015; Gillies &Khan, 2009; Kuhn & Lao, 1996; Reznitskaya et al., 2001), en parte…”
BackgroundInfluentialSelf-citationUskola, A., Etxaburu, B. B., & Maguregi, G. (2021) · Revista eureka sobre enseñanza y divulgación de las ciencias · doi:10.25267/rev_eureka_ensen_divulg_cienc.2021.v18.i1.1101 · Cited by 12 · see citing works
“Así, se consideran indicadores de una alta calidad en la argumentación las desventajas o limitaciones de la propia opción o a las ventajas de la contraria cuando se trata de controversias sociocientíficas (Felton et al. 2009; Kortland 1996).”
BackgroundMurphy, V. L., Coiro, J., & Kiili, C. (2019) · Journal of Interactive Media in Education · doi:10.5334/jime.518 · Cited by 12 · see citing works
Felton, M. K., Middaugh, E., & Fan, H. (2023) · International Journal of Social Pedagogy · doi:10.14324/111.444.ijsp.2023.v12.x.010 · Cited by 19 · see citing works
“Studies suggest that deliberative dialogue about social issues and social policy (Felton et al., 2009, 2015) allows youth to hone their ability to critically examine their own and others’ beliefs and assumptions to make civic decisions in collaboration with peers (Hess, 2009).”
BackgroundSelf-citationThe effects of self-generated and other-generated eWOM in inoculating against misinformation
Dai, Y., Jia, W., Fu, L., Sun, M.-R., & Jiang, L. C. (2022) · Telematics and informatics · doi:10.1016/j.tele.2022.101835 · Cited by 8 · see citing works
Disagreement drives metacognitive development
Langenhoff, A. F., Thompson, B., Srinivasan, M., & Engelmann, J. M. (2025) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2025.05.014 · Cited by 10 · see citing works
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Nama, S., & Ayalon, M. (2023) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-023-09586-3 · Cited by 11 · see citing works
“This definition lays the groundwork for common descriptions of ’’deliberative argumentation’’ that have proven to be exceptionally ‘fruitful’ for learning (Felton et al., 2009).”
Deeb, H., Vrij, A., Hope, L., Mann, S. A., Leal, S., Granhag, P. A., & Strömwall, L. A. (2017) · Legal and Criminological Psychology · doi:10.1111/lcrp.12114 · Cited by 10 · see citing works
“As people are generally less likely to have access to arguments that oppose their own views (Felton et al., 2009; Nickerson, 1998), truth-tellers could not provide similar arguments for the devil’s advocate question.”
BackgroundConnecting Chemistry to Community with Deliberative Democracy
Komperda, R., Barbera, J., Shortlidge, E. E., & Shusterman, G. P. (2018) · ACS symposium series · doi:10.1021/bk-2018-1297.ch006 · Cited by 10 · see citing works
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“Consistent with Walton and Krabbe (1995), some studies divided argumentation into dispute dialogue with the main goal of defending their own opinions and persuading their opponent(s) to change their positions, and deliberation dialogue aiming to reach a consensus by evaluating alternatives (Felton et al., 2009; Kroll,…”
BackgroundEffects of Persuasion and Discussion Goals On Writing, Cognitive Load, and Learning in Science
Klein, P. D., & Ehrhardt, J. S. (2015) · Alberta Journal of Educational Research · doi:10.55016/ojs/ajer.v61i1.56022 · Cited by 9 · see citing works
A model for investigating and developing mathematics teachers' noticing of argumentation
Ayalon, M. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104683 · Cited by 8 · see citing works
Gronostay, D. (2019) · Studia paedagogica · doi:10.5817/sp2019-4-4 · Cited by 9 · see citing works
El cambio estratégico en la adquisición del conocimiento: la metodología microgenética
García-Milà, M., Gilabert, S., & Rojo, N. E. (2011) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037011795377566 · Cited by 7 · see citing works
“En la segunda sesión observamos sólo sobre 1 sobre 21 turnos y en la tercera sesión contabilizamos 9 sobre 24 turnos o intervenciones (ver Felton et al., 2009 para el análisis cuantitativo).”
BackgroundSelf-citationPeralta, N. S., Castellaro, M., & Yáñéz, C. S. (2020) · Íkala Revista de Lenguaje y Cultura · doi:10.17533/udea.ikala.v25n01a02 · Cited by 7 · see citing works
Discourse Parsing for Contentious, Non-Convergent Online Discussions
Zakharov, S., Hadar, O., Hakak, T., Grossman, D., Kolikant, Y. B., & Tsur, O. (2021) · Proceedings of the International AAAI Conference on Web and Social Media · doi:10.1609/icwsm.v15i1.18109 · Cited by 7 · see citing works
Constructive dispute: Using dialogic education to reduce the threat of polarisation
Kolikant, Y. B., & Wegerif, R. (2025) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2025.101941 · Cited by 8 · see citing works
Kim, S. M., & Hannafin, M. J. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.02.044 · Cited by 6 · see citing works
Ortiz, M. I. C., Castelló, M., & Santos, S. L. (2019) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v17i48.2260 · Cited by 6 · see citing works
“…a la asunción de la acción mediada de la mente o dialogismo se han ocupado de analizar el rol del diálogo en la actividad de construcción del conocimiento (Cano y Castelló, 2011; Engel y Onrubia, 2013; Felton et al., 2009; Leitão, 2009; Mercer, 2004; Rapanta, 2019; Vigostsky, 1978; Wertsch, 1993).”
BackgroundLind, A. R., Andersson-Bakken, E., & Sandvik, M. (2023) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2023.100703 · Cited by 6 · see citing works
Robillos, R. J., & Art-in, S. (2023) · International Journal of Instruction · doi:10.29333/iji.2023.16437a · Cited by 6 · see citing works
Formal dialogue models for argumentation in education and linguistics
Walton, D. (2020) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2020.100388 · Cited by 6 · see citing works
Ayalon, M., Wilkie, K. J., & Swaid, R. (2024) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/15482 · Cited by 6 · see citing works
“This type of argumentation – termed deliberative argumentation (Felton et al., 2009) – is characterized by critically and respectfully listening to others ’ ideas, searching for alternative ideas, reaching consensus, and accountability to reasoning.”
BackgroundWhat Do We Know about the World? Rhetorical and argumentative perspectives
(2013) · Pedagoški inštitut eBooks · doi:10.32320/978-961-270-171-0 · Cited by 5 · see citing works
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Teaching Science That Is Inquiry-Based: Practices and Principles
Gillies, R. M. (2023) · Springer eBooks · doi:10.1007/978-3-031-18092-7_3 · Cited by 5 · see citing works
The role of achievement goals in productive collaborative argumentation
Li, X., & Peng, C. (2024) · Journal of Research in Science Teaching · doi:10.1002/tea.21968 · Cited by 5 · see citing works
Wilkie, K. J., & Ayalon, M. (2023) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/13435 · Cited by 7 · see citing works
“(4) collaborating for the goal of reaching a consensus view (Felton et al., 2009; Schwarz & Baker, 2017).”
BackgroundInfluentialArguing for democracy: Promoting argumentation literacy in civic education in Switzerland
Wenger, L., Hubacher, M. S., Aydin, A., & Waldis, M. (2025) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2025.100563 · Cited by 4 · see citing works
“Be rational!” Epistemic aims and socio-cognitive tension in argumentation about dietary choices
Brocos, P., Jiménez‐Aleixandre, M. P., & Baker, M. J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.933062 · Cited by 4 · see citing works
“Indeed, research has shown that argumentation can be an effective way of learning and refining understanding (Nussbaum and Sinatra, 2003; Clark and Sampson, 2008; Felton et al., 2009; Yeh and She, 2010).”
BackgroundKwon, J.-S., & Kim, H. (2016) · Journal of The Korean Association For Science Education · doi:10.14697/jkase.2016.36.1.0045 · Cited by 4 · see citing works
Saija, M., Rahayu, S. L., Parlan, P., & Fajaroh, F. (2023) · AIP conference proceedings · doi:10.1063/5.0113474 · Cited by 4 · see citing works
The Role of Communication Media in Argumentative Discourse
Li, X., & Peng, C. (2023) · Science & Education · doi:10.1007/s11191-023-00464-1 · Cited by 4 · see citing works
“…dialogue moves (e.g., critical questions, rebuttals, counterclaims) as deliberative argumentation (Asterhan 2013; Asterhan and Babichenko 2015; Felton et al. 2009; Garcia-Mila et al. 2013; Mercer 1996), their verbal interaction is distinctively featured by persuasive rhetoric such as…”
InfluentialTeaching in the Age of Humans: Helping Students Think about Climate Change
Smith, G. (2017) · Schools · doi:10.1086/691257 · Cited by 3 · see citing works
조한빛, Ha, H., & Kim, H. (2019) · Journal of The Korean Association For Science Education · doi:10.14697/jkase.2019.39.1.1 · Cited by 3 · see citing works
Uskola, A. (2022) · Contributions from biology education research · doi:10.1007/978-3-030-92006-7_9 · Cited by 3 · see citing works
Švaříček, R. (2019) · Studia paedagogica · doi:10.5817/sp2019-4-7 · Cited by 3 · see citing works
“However, their ability to integrate and critically assess their own arguments and the arguments of others seems to be less developed (Felton et al., 2009, 2015; Kuhn & Udell, 2007; Simonneaux, 2001).”
BackgroundGoal-oriented framework for AI-empowered curriculum design
Wang, H. (2024) · doi:10.32657/10356/181505 · Cited by 3 · see citing works
Mental health during war: Social media use and protective factors among adolescents and young adults
Malin, Y., Gardyn, Y., & Asterhan, C. S. C. (2026) · Computers in Human Behavior · doi:10.1016/j.chb.2026.108936 · Cited by 3 · see citing works
Foster, J. K., Schneider, J. G., Franco, L., Zhuang, Y., Crawford, B. A., & Conner, A. (2022) · Journal of Research in STEM Education · doi:10.51355/jstem.2022.125 · Cited by 2 · see citing works
Chen, Y., Li, X., & Li, Y. (2022) · Disciplinary and Interdisciplinary Science Education Research · doi:10.1186/s43031-022-00062-1 · Cited by 4 · see citing works
“Discussing different views may also lead to disputative argumentation, in which discussants defend a viewpoint and convince opponents by undermining alternative viewpoints (Asterhan & Schwarz, 2016; Felton et al., 2009).”
BackgroundFeeling the heat: undergraduate science students’ emotional management during classroom debates
Chiu, P., Oliveira, A. W., Reis, G., & Brown, A. O. (2024) · International Journal of Science Education Part B · doi:10.1080/21548455.2024.2316121 · Cited by 3 · see citing works
“Unlike K-12 argumentation activities (e.g. Felton et al., 2009; Garcia-Mila et al., 2013; Polo et al., 2017) wherein emphasis is placed on formally and dialogically arguing from evidence as students seek to develop an improved understanding of a topic, the classroom debates examined in this study…”
Integrating Social and Psychological Perspectives on Writing as a Learning Activity
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Nama, S., & Ayalon, M. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05531-2 · Cited by 1 · see citing works
“This de fi nition posits argumentation in a social space and lays the groundwork for common descriptions of “ deliberative argumentation ” which have been shown to be notably ‘ fruitful ’ for learning (Felton et al. 2009).”
How Do College Students Argue Orally in Classroom Debates With Different Communicative Goals?
González-Palta, I., Larrain, A. S., Godoy, R. C., & Guzmán, M. J. (2025) · Higher Education Quarterly · doi:10.1111/hequ.70100 · Cited by 1 · see citing works
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Xu, X., & Buehl, M. M. (2026) · Research in Science Education · doi:10.1007/s11165-026-10330-z · Cited by 1 · see citing works
“These styles influence how learners regulate socio-cognitive conflict, integrate opposing viewpoints, and ultimately build knowledge (Butera et al., 2019; Felton et al., 2009 ).”
Epistemic Understanding and Sound Reasoning Skills that Underlie Effective Democratic Engagement
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Analysing Implicit Premises Within Children’s Argumentative Inferences
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A Performative View on the Role of Educative Curriculum Materials on Teacher Learning
Guzmán, V., & Larrain, A. S. (2023) · Springer eBooks · doi:10.1007/978-981-19-6887-7_135 · Cited by 1 · see citing works
Medina, S. G., García-Milà, M., & Felton, M. K. (2009) · Dialnet (Universidad de la Rioja)
Self-citation
- Authors
- Felton, M., Garcia-Mila, M., & Gilabert, S.
- Affiliations
- San Jose State University (US)
- Universitat de Barcelona (ES)
- Corresponding author
- Felton, Mark
- Venue
- Informal Logic
- Publisher
- University of Windsor Leddy Library
- Published
- 2009-12-17
- Volume
- 29
- Issue
- 4
- Pages
- 417
- ISSN
- 0824-2577 (ISSN-L)
- OpenAlex
- W1671099834
- Cited by
- 122
- References
- 50
- Citations by year
- 2026: 10 · 2025: 7 · 2024: 6 · 2023: 13 · 2022: 8 · 2021: 11 · 2020: 7 · 2019: 15 · 2018: 5 · 2017: 8 · 2016: 15 · 2015: 6 · 2014: 3 · 2013: 3 · 2012: 1
- FWCI
- 7.03
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Informal Logic (publishedVersion)
- San José State University ScholarWorks (San Jose State University) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Harvard University
- Generalitat de Catalunya
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Education and Critical Thinking Development
- Keywords
- argumentation, deliberation, disputes, task goals, argument quality, science learning, knowledge construction, reasoning, science classroom discourse
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