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

Published: 24 June 2008 Publication History

Abstract

This study investigated upper-level college students' understanding of evidence use in quality scientific arguments. Responses to a required online 'contrasting-essays' assignment provided instructors with quick access to formative information about students' capacity to evaluate the quality of argument and the use of evidence therein. Students inconsistently applied criteria for strong and weak evidence, focusing on superficial aspects of writing quality and ease of comprehension instead of the need for relevant, empirical, and disconfirming evidence.

References

[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.

Cited By

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  • (2010)Scaffolding students in evaluating the credibility of evidence using a reflective web-based inquiry environment on biotechnologyProceedings of the 9th International Conference of the Learning Sciences - Volume 110.5555/1854360.1854392(246-253)Online publication date: 29-Jun-2010

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cover image DL Hosted proceedings
ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
June 2008
421 pages

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International Society of the Learning Sciences

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Published: 24 June 2008

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Overall Acceptance Rate 307 of 307 submissions, 100%

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  • (2010)Scaffolding students in evaluating the credibility of evidence using a reflective web-based inquiry environment on biotechnologyProceedings of the 9th International Conference of the Learning Sciences - Volume 110.5555/1854360.1854392(246-253)Online publication date: 29-Jun-2010

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