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dc.contributor.authorBerland, Leema
dc.contributor.authorLee, Victor
dc.date.accessioned2020-01-08T21:54:14Z
dc.date.accessioned2020-01-09T14:13:29Z-
dc.date.available2020-01-08T21:54:14Z
dc.date.available2020-01-09T14:13:29Z-
dc.date.issued2010-06
dc.identifier.citationBerland, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.2.314
dc.identifier.urihttps://repository.isls.org//handle/1/2832-
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleAnomalous Graph Data and Claim Revision During Argumentationen_US
dc.typePostersen_US
Appears in Collections:ICLS 2010

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