Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3299
Title: Undergraduate Cognitive Psychology Students Evaluations of Scientific Arguments in a Contrasting-Essays Assignment
Authors: Lippman, Jordan
Amurao, Frances
Pellegrino, James
Kershaw, Trina
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Lippman, J., Amurao, F., Pellegrino, J., & Kershaw, T. (2008). Undergraduate Cognitive Psychology Students Evaluations of Scientific Arguments in a Contrasting-Essays Assignment. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 75-76). Utrecht, The Netherlands: International Society of the Learning Sciences.
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.
URI: https://doi.dx.org/10.22318/icls2008.3.75
https://repository.isls.org//handle/1/3299
Appears in Collections:ICLS 2008

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