Scientific arguments as learning artifacts: designing for learning from the web with KIE

Bell, Philip; Linn, Marcia C.

doi:10.1080/095006900412284

Cited by 508 publications

(347 citation statements)

References 12 publications

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“…These findings suggest that the non-inclusion of epistemological probes hindered participants' abilities to apply their NOS views to their reasoning during the argumentation scenarios. This failure to consider, test and evaluate possible alternatives, limits participants' abilities to engage in the argumentative nature of the task, and has been reported previous studies (e.g., Bell & Linn, 2000;Kuhn, 1991Kuhn, , 1993.…”

Section: Task-specific Factorsmentioning

confidence: 82%

“…The results of this study provide some support for the notion that engaging students in scientific argument and inquiry may result in improvements in their views of some aspects of NOS, although this was not a specific aim of the study. Similarly, Bell and Linn (2000) assessed middle school students' argument constructions during a Knowledge Integration Environment (KIE) debate project, with results indicating that more complex arguments were constructed by students with more informed views of NOS. Other findings indicated that students' NOS views and skills of argumentation improved over the duration of the study.…”

Section: Influence Of Argumentation On Nos Viewsmentioning

confidence: 99%

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The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

McDonald

2010

J Res Sci Teach

150

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There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners in argumentation may aid in the development of their NOS views, although this claim lacks empirical support. This study assessed the influence of a science content course incorporating explicit NOS and argumentation instruction on five preservice primary teachers' views of NOS using multiple sources of data including questionnaires and surveys, interviews, audio-and video-taped class sessions, and written artifacts. Results indicated that the science content course was effective in enabling four of the five participants' views of NOS to be improved. A critical analysis of the

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Section: Task-specific Factorsmentioning

confidence: 82%

Section: Influence Of Argumentation On Nos Viewsmentioning

confidence: 99%

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

McDonald

2010

J Res Sci Teach

150

View full text Add to dashboard Cite

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“…Having students become active agents in knowledge construction is an important theme in the learning sciences literature (Bell & Linn, 2000;Engle & Conant, 2002;Herrenkohl & Guerra, 1998;Lamon et al, 1996; Lehrer, Carpenter, Schauble,…”

Section: Collective Cognitive Responsibility For Community Knowledgementioning

confidence: 99%

Designs for Collective Cognitive Responsibility in Knowledge-Building Communities

Zhang

Scardamalia

Reeve

et al. 2009

Journal of the Learning Sciences

312

207

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“…As an example for the first perspective, the argument scheme developed by Toulmin (1958) can be used to assess either written or oral arguments (e.g., Cobb, 2002;Bell & Linn, 2000) as well as to teach learners how to create complete arguments (e.g., Carr, 2003;McNeill, Lizotte, Krajcik, & Marx, 2004). Driver, Newton, and Osbourne (2000) point out that generating complete arguments leads to a deeper elaboration of the learning material resulting in an acquisition of domain-specific knowledge.…”

Section: Knowledge Construction In Collaborative Argumentationmentioning

confidence: 99%

Internal and external collaboration scripts in web-based science learning at schools

Kollar¹,

Fischer²,

Slotta

2005

Proceedings of the 2005 Conference on Computer Support for Collaborative Learning Learning 2005: The Next 10 Years! - CSCL '05

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Abstract. Collaboration scripts can help learners to engage in argumentation and knowledge acquisition. However, they might have differential effects for learners holding differently structured knowledge (internal scripts) on argumentation. We investigated how external scripts interact with learners' internal scripts concerning collaborative argumentation. 98 students from two secondary schools participated. Two versions of an external collaboration script (high vs. low structured) supporting argumentation were embedded within a web-based collaborative inquiry curriculum. Students' internal scripts were classified as either high or low structured, establishing a 2x2-factorial design. Results suggest that the high structured external script supported all learners, regardless of their internal scripts, concerning the acquisition of domain-general knowledge. Learners' internal scripts influenced the acquisition of domain-specific knowledge. Results from two case studies reveal differences in argumentation processes attributable to the learners' internal scripts. Results are discussed in terms of their theoretical relevance and practical implications for learning with collaboration scripts.

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Scientific arguments as learning artifacts: designing for learning from the web with KIE

Cited by 508 publications

References 12 publications

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science

Designs for Collective Cognitive Responsibility in Knowledge-Building Communities

Internal and external collaboration scripts in web-based science learning at schools

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