Promoting critical, elaborative discussions through a collaboration script and argument diagrams
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Combining task-focused and collaboration-focused aids was more effective than using argumentation diagrams exclusively.
“The results showed that combining task-focused and collaboration-focused aids was more effective than using argumentation diagrams exclusively.”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Scheuer et al., 2014
Prior research supports the potential of aids similar to argument maps as scaffolds for critical thinking and writing.
“Some research supports this assumption and confirms the potential of similar aids such as argument maps (Rapanta & Walton, 2016;Scheuer et al., 2013), which are useful scaffolds for critical thinking and writing.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Scheuer et al., 2013
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- Authors
- Scheuer, O., McLaren, B. M., Weinberger, A., & Niebuhr, S.
- Affiliations
- Carnegie Mellon University (US)
- Saarland University (DE)
- Clausthal University of Technology (DE)
- Venue
- Instructional Science
- Published
- 2013-04-04
- Volume
- 42
- Issue
- 2
- Pages
- 127-157
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2127756491
- Cited by
- 61
- References
- 95
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 6 · 2023: 3 · 2022: 3 · 2021: 5 · 2020: 6 · 2019: 6 · 2018: 4 · 2017: 4 · 2016: 8 · 2015: 1 · 2014: 4 · 2013: 2
- FWCI
- 10.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Instructional Science (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Science Education and Pedagogy
- Keywords
- cooperative script, argument diagrams, peer critique, computer-supported collaborative learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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