Undergraduate cognitive psychology students' evaluations of scientific arguments in a contrasting-essays assignment

Computer-Supported Collaborative Learning Conference, CSCL

Volumn , Issue PART 3, 2008, Pages 75-76

  Lippman, Jordan P ^a   Amurao, Frances K ^a   Pellegrino, James W ^a   Kershaw, Trina C ^b  

^a UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

^b UNIVERSITY OF MASSACHUSETTS DARTMOUTH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

COGNITIVE PSYCHOLOGY; COLLEGE STUDENTS; STUDENTS' EVALUATIONS; WRITING QUALITY;

QUALITY CONTROL;

STUDENTS;

EID: 84880445720     PISSN: 15734552     EISSN: None     Source Type: Conference Proceeding    
DOI: None     Document Type: Conference Paper

References (5)

1. Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77, 319-337.
2. Lippman, J. Pellegrino, J, Koziol, R., & Whitehair, E. (2006) Lessons learned from using an asynchronous online discussion board to facilitate scientific thinking in a large cognitive psychology lecture class. In S. Barab, K. Hay & D. Hickey (Eds.), Proceedings of the seventh annual international conference of the learning sciences: Making a difference. (pp. 956 - 957). Mahwah, NJ: Erlbaum.
3. Sampson, V. D., & Clark, D. B. (2006). Assessment of argument in science education: A critical review of the literature. In S. Barab, K. Hay & D. Hickey (Eds.), Proceedings of the seventh annual international conference of the learning sciences: Making a difference. (pp. 655 - 661). Mahwah, NJ: Erlbaum.
4. Sandoval, W. A., & Millwood, K. A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23, 23-55.
5. Schwartz, D.L., and Bransford, J.D. (1998) A time for telling, Cognition and Instruction, 16, 475-522.