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The influence of prior knowledge and collaborative online learning environment on students’ argumentation in descriptive and theoretical scientific concept
16 references·1 citing·41 second hop
The influence of prior knowledge and collaborative online learning environment on students’ argumentation in descriptive and theoretical scientific concept (2018)The influence of prior knowledge and coll…Internet Environments for Science Education (2013)Internet Environments for Sci…Why do humans reason? Arguments for an argumentative theory (2011)Why do humans reason? Argumen…Arguing to Learn in Science: The Role of Collaborative, Critical Discourse (2010)Arguing to Learn in Science: …A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts (2010)A learning progression for sc…The Quality of Students' Use of Evidence in Written Scientific Explanations (2005)The Quality of Students' Use …Improving science inquiry with elementary students of diverse backgrounds (2005)Improving science inquiry wit…Classification of learning outcomes: evidence from the computer games literature (2005)Classification of learning ou…Enhancing the quality of argumentation in school science (2004)Enhancing the quality of argu…Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? (2003)Higher Order Thinking Skills …Words and Minds (2002)Words and MindsEducation for Thinking (1986)Education for ThinkingSpeech Acts in Argumentative Discussions (1984)Speech Acts in Argumentative …Toward a model of text comprehension and production. (1978)Toward a model of text compre…Joining Together: Group Theory and Group Skills (1975)Joining Together: Group Theor…The Journal of College Science Teaching (1971)The Journal of College Scienc…The Psychology of the Child (1969)The Psychology of the ChildEffectiveness of Group Work Contracts to Facilitate Collaborative Group Learning and Reduce Anxiety in Traditional Face-to-Face Lecture and Online Distance Education Course Formats (2021)Effectiveness of Group Work C…The growth of logical thinking: From childhood to adolescence. (1958)Conjectures and Refutations: The Growth of Scientific Knowledge. 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(1998)Using and analysing focus groups: Limitations and possibilities (2000)A theory of cognitive development: The control and construction of hierarchies of skills. (1980)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes (2013)The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction (1993)How Does Distance Education Compare With Classroom Instruction? 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References

  • 1978Toward a model of text comprehension and production.5,280 cited
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  • 1975Joining Together: Group Theory and Group Skills2,311 cited
  • 2011Why do humans reason? Arguments for an argumentative theory2,254 cited
  • 2004Enhancing the quality of argumentation in school science1,564 cited
  • 2002Words and Minds1,327 cited
  • 1984Speech Acts in Argumentative Discussions1,147 cited
  • 2010Arguing to Learn in Science: The Role of Collaborative, Critical Discourse949 cited
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  • 2005The Quality of Students' Use of Evidence in Written Scientific Explanations632 cited
  • 2003Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?631 cited
  • 2010A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts481 cited
  • 2005Classification of learning outcomes: evidence from the computer games literature447 cited
  • 1986Education for Thinking439 cited

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Improving science inquiry with elementary students of diverse backgrounds
332 cited

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  • 2021Effectiveness of Group Work Contracts to Facilitate Collaborative Group Learning and Reduce Anxiety in Traditional Face-to-Face Lecture and Online Distance Education Course Formats26 cited