Can teachers implement a student-centered dialogical argumentation method across the curriculum?

Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated performed significantly better on a final argumentative essay, compared to control groups studied same content with using customary methods. Teachers' interviews suggested additional effects including cognitive, metacognitive socio-emotional skills. Discussion focuses teachers' role argumentation's applicability efficiency as transdisciplinary pedagogical method. • Teachers not researchers curriculum. Their treatment classes did than writing. This improvement was evident disciplinary areas. reported students' gains. implementation easy effective.