Please use this identifier to cite or link to this item:
|Title:||Anomalous Graph Data and Claim Revision During Argumentation|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Berland, L. & Lee, V. (2010). Anomalous Graph Data and Claim Revision During Argumentation. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 314-315). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||The discourse practice of scientific argumentation requires individuals to consider anomalous data in light of existing claims that have been made. The extent to which students must be taught to revise their claims has been a subject of disagreement in the literature. In this poster, we use correlations and transcript excerpts to examine the relationship between the physical presence of referenced data and students' willingness to respond to anomalous data by revising their claims.|
|Appears in Collections:||ICLS 2010|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.