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'Digital authoring support for argumentative writing: what does it change?
16 references·0 citing·49 second hop
'Digital authoring support for argumentative writing: what does it change? (2020)'Digital authoring support for argumentat…Digital support for academic writing: A review of technologies and pedagogies (2018)Digital support for academic …The Psychology of Written Composition (2013)The Psychology of Written Com…Arguing to learn and learning to argue: design justifications and guidelines (2009)Arguing to learn and learning…The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity (2004)The Social and Technological …The effects of argumentation scaffolds on argumentation and problem solving (2002)The effects of argumentation …On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal (2001)On the cognitive conflict as …How do People Know? (2001)How do People Know?The Potential of Argument in Knowledge Building (2000)The Potential of Argument in …Scientific arguments as learning artifacts: designing for learning from the web with KIE (2000)Scientific arguments as learn…Dimensionality and Disciplinary Differences in Personal Epistemology (2000)Dimensionality and Disciplina…Reopening Inquiry into Cognitive Processes in Writing-To-Learn (1999)Reopening Inquiry into Cognit…Who Reasons Well? Two Studies of Informal Reasoning Among Children of Different Grade, Ability, and Knowledge Levels (1996)Who Reasons Well? Two Studies…Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning (1996)Goal and Self-Evaluative Infl…Mechanisms of Self-Regulation: A Systems View (1993)Mechanisms of Self-Regulation…Knowledge telling and knowledge transforming in written composition (1987)Knowledge telling and knowled…Detection, Diagnosis, and the Strategies of Revision (1986)Detection, Diagnosis, and the…Learning How to Learn (1984)COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE (1991)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)The Quality of Students' Use of Evidence in Written Scientific Explanations (2005)Situated learning in science education: socio‐scientific issues as contexts for practice (2009)Socioscientific issues: Theory and practice (2009)Weighted kappa: Nominal scale agreement provision for scaled disagreement or partial credit. (1968)Groups: Interaction and Performance. (1984)The Uses of Argument (2003)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions (2008)Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills (2009)Mind in Society: The Development of Higher Psychological Processes (1978)Categorization and Representation of Physics Problems by Experts and Novices* (1981)The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas (2003)Patterns of informal reasoning in the context of socioscientific decision making (2004)Accommodation of a scientific conception: Toward a theory of conceptual change (1982)The Elaboration Likelihood Model of Persuasion (1986)The case for motivated reasoning. (1990)Re-Imagining Science Education: Engaging Students in Science for Australia's Future (2007)Conceptual change: a discussion of theoretical, methodological and practical challenges for science education (2008)Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005)The Evolution of Research on Computer-Supported Collaborative Learning (2009)Mind, Self, and Society (1967)Arguing and Thinking: A Rhetorical Approach to Social Psychology (1987)A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2005)Specifying computer-supported collaboration scripts (2007)Argumentation-Based Computer Supported Collaborative Learning (ABCSCL): A synthesis of 15 years of research (2011)A social-cognitive approach to motivation and personality. (1988)Self-Efficacy: The Exercise of Control (1999)Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science (2000)Social Foundations of Thought and Action (2002)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education (2020)Effects of beliefs about the nature of knowledge on comprehension. (1990)The Skills of Argument (1991)The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997)Personal Epistemology Research: Implications for Learning and Teaching (2001)Relational analysis of personal epistemology and conceptions about teaching and learning (2004)Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework (2006)Enhancing the Effectiveness of Work Groups and Teams (2006)The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. (2007)How Does Mindfulness Meditation Work? Proposing Mechanisms of Action From a Conceptual and Neural Perspective (2011)Transcending the Qualitative-Quantitative Debate: The Analytic and Systemic Approaches to Educational Research (1991)Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. (2002)A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game (2014)
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References

  • 1993Mechanisms of Self-Regulation: A Systems View1,124 cited
  • 2004The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity1,046 cited
  • 2000Dimensionality and Disciplinary Differences in Personal Epistemology928 cited
  • 2001On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal662 cited
  • 2000Scientific arguments as learning artifacts: designing for learning from the web with KIE653 cited
  • 1996Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning637 cited
  • 2013The Psychology of Written Composition504 cited
  • 2002The effects of argumentation scaffolds on argumentation and problem solving444 cited
  • 1996Who Reasons Well? Two Studies of Informal Reasoning Among Children of Different Grade, Ability, and Knowledge Levels433 cited
  • 2000The Potential of Argument in Knowledge Building409 cited
  • 1986Detection, Diagnosis, and the Strategies of Revision384 cited
  • 1987Knowledge telling and knowledge transforming in written composition371 cited
  • 2001How do People Know?369 cited
  • 1999Reopening Inquiry into Cognitive Processes in Writing-To-Learn343 cited
  • 2018

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Digital support for academic writing: A review of technologies and pedagogies
297 cited
  • 2009Arguing to learn and learning to argue: design justifications and guidelines283 cited
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