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The aim of the paper is to show peer argumentative dialogue as a concept in which two theoretical approaches in the interpretation of cognitive development, the constructivist and social constructivist approach, are brought closer.Another aim isto provide an overview ofthe studies that have shown that argumentative dialogue has a key role in a special kind of learning called conceptual change. Besides the cognitive characteristics, we also discuss the socio-emotional aspects of argumentative dialogue, which are inherently linked with cognitive processes in a way that qualitatively changes their character and outcome

Argumentative dialogue in the peer group and conceptual change