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|Title:||Lessons Learned From Using an Asynchronous Online Discussion Board to Facilitate Scientific Thinking in a Large Cognitive Psychology Lecture Class|
|Publisher:||International Society of the Learning Sciences|
|Citation:||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 Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 956-957). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Students' responses to scientific reasoning questions posted on an online discussion board were coded for completeness, coherence, accuracy, use of evidence, reasoning, and comprehensibility. Early performance was low for every dimension. By the end of the term, ratings of coherence and completeness increased but use of evidence decreased, and other dimensions stayed the same. Implications regarding the types of feedback students need to improve their understanding and use of scientific argumentation are discussed.|
|Appears in Collections:||ICLS 2006|
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