Kuhn, Deanna (dk100)

Deanna Kuhn

Research Professor Emerita of Psychology and Education

Office Location:

554 GDodge

Office Hours:

By appointment

Educational Background

B.S., University of Illinois; Ph.D., University of California, Berkeley

Scholarly Interests

Using technology to support development of thinking skills;  problem-based learning; collaborative thinking; discourse

Selected Publications

Kuhn, D., Hemberger, L., & Khait, V. (2016). Argue with me: Argument as a path to developing students’ thinking and writing.  New York: Routledge. (2nd ed.)
Kuhn, D. (2015). Thinking together and alone. Educational Researcher, 44, 46-53
Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents' thinking. Psychological Science, 22, 545-552.
Kuhn, D. (2010). Teaching and learning science as argument. Science Education, 94, 810-824.
Kuhn, D. (2010). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Handbook of childhood cognitive development. Oxford: Blackwell.  (2nd ed.)
Kuhn, D. (2008).  Adolescent thinking.  In R. Lerner & L. Steinberg (Eds.), Handbook of adolescence.  Hoboken NJ: Wiley.
Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment. Child Development, 79(5), 1310-28. 
Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking?  Cognitive Development. [Special issue, The Development of Scientific Thinking, B. Sodian & M. Bullock, eds.]

Kuhn, D., & Pease, M. (2008). What needs to develop in the development of inquiry skills?  Cognition and Instruction. 26, 512-559.

Kuhn, D. (2007).How to produce a high-achieving child. Phi Delta Kappan. 88, 757-763.

Kuhn, D. (2007).  Jumping to conclusions: Can people be counted on to make sound judgments? Scientific American Mind, 18 (1, Feb/Mar), 44-51.

Kuhn, D. (2005). Education for thinking. Harvard University Press.

Capon, N., & Kuhn, D. (2004). What's so good about problem-based learning? Cognition and Instruction, 22, 61-79.

Kuhn, D. (2003). Understanding and valuing knowing as developmental goals. Liberal Education, 89(3) 16-21.

Kuhn, D. (2001). How do people know? Psychological Science, 12, 1-8.

Kuhn, D. (1999). A developmental model of critical thinkingEducational Researcher, 28, 16-25.

Kuhn, D. (1991).The skills of argument. Cambridge University Press.

Related Articles

TC's Deanna Kuhn Writes in EdWeek About Hooking Kids on Science

A student needs to ask and answer, "Why would I want to know this?"

TC's Deanna Kuhn Teaches Kids to Talk Back

The Professor of Psychology and Education coaches Harlem middle-schoolers the art of civilized debate.

Kuhn Talks to Minnesota Public Radio About the "Art of Arguing"

Deanna Kuhn, professor of psychology and education, says essays are good, but new research says interaction, argument and debate are how students really learn.

TC Program Helps Kids Learn to Argue Effectively

An innovative curriculum designed by TC's Deanna Kuhn and Amanda Crowell develops children's debating skills.

Can You Back That Up?

Employers are starved for employees who can reason and argue based on evidence. Deanna Kuhn has developed a curriculum to teach those skills

Building a School to Change Lives

Columbia Secondary School's principal, Jose Maldonado, is planting seeds for the future.

Deanna Kuhn, professor of psychology and education, teaches students at the Columbia Secondary School how to argue effectively.

Kuhn, a philosopher and leader in research on teaching effective argumentation, was captured by WABC Channel 7 News at the Morningside Heights school, where she works with teachers and students.

When Less is More

The creation of a new Education Policy and Social Analysis Department, announced in January, clearly strengthens Teachers College's expertise in the policy arena. But it also creates a more logical and focused alignment within another department -- Human Development -- that is giving up some of its faculty members to the new effort.

The Thinking Profession

In an era of ambitious new learning standards, teacher preparation must seamlessly link research and practice

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