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dc.contributor.authorLippman, Jordan
dc.contributor.authorAmurao, Frances
dc.contributor.authorPellegrino, James
dc.contributor.authorKershaw, Trina
dc.date.accessioned2020-01-09T11:21:57Z
dc.date.accessioned2020-01-09T16:47:01Z-
dc.date.available2020-01-09T11:21:57Z
dc.date.available2020-01-09T16:47:01Z-
dc.date.issued2008-06
dc.identifier.citationLippman, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.3.75
dc.identifier.urihttps://repository.isls.org//handle/1/3299-
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleUndergraduate Cognitive Psychology Students Evaluations of Scientific Arguments in a Contrasting-Essays Assignmenten_US
dc.typePostersen_US
Appears in Collections:ICLS 2008

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