Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6688
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dc.contributor.authorCavera, Veronica
dc.contributor.authorEl-Moslimany, Hebbah
dc.contributor.authorDuncan, Ravit
dc.contributor.authorChinn, Clark
dc.date.accessioned2020-07-08T23:53:47Z
dc.date.accessioned2020-07-09T04:31:35Z-
dc.date.available2020-07-08T23:53:47Z
dc.date.available2020-07-09T04:31:35Z-
dc.date.issued2020-06
dc.identifier.citationCavera, V., El-Moslimany, H., Duncan, R., & Chinn, C. (2020). Differences in Rhetorical and Refutational Argument Complexity by Grade Level. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 533-536). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.533
dc.identifier.urihttps://repository.isls.org//handle/1/6688-
dc.description.abstractEngaging students in argumentation encourages a productive understanding of scientific knowledge. In order to investigate arguments at different grade levels, we present a comparison of arguments from 7th and 11th grade biology students from similarly structured modeling assessments using an argumentation framework. We note that while students at both levels constructed arguments, differences arose in the kinds of rhetorical statements and refutational strategies. We discuss these differences in conjunction with scaffolding and implications for design.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleDifferences in Rhetorical and Refutational Argument Complexity by Grade Levelen_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

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