The DOI matches its Crossref record; 57 of the 57 references it cites were found in a registry or an index.
The effects of monological and dialogical argumentation on concept learning in evolutionary theory.
Abstract
In this study, the effects of argumentation-eliciting interventions on conceptual understanding in evolution were investigated. Two experiments were conducted: In the 1st, 76 undergraduates were randomly assigned to dyads to collaboratively solve and answer items on evolution; half of them were instructed to conduct an argumentative discussion, whereas control dyads were only asked to collaborate. In the 2nd experiment, 42 singletons participated in 1 of 2 conditions: Experimental students engaged in monological argumentation on their own solution and a confederate's solution in response to prompts read by the confederate, whereas in the control condition they merely shared their solutions. Conceptual gains were assessed on immediate and delayed posttests. In both experiments, students in the argumentative conditions showed larger learning gains on the delayed posttest than control students. Students in argumentative conditions were able to preserve gains that were obtained immediately following the intervention, whereas control participants either lost immediate gains (dialogical condition) or did not improve their conceptual understanding at any time (monological condition).
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Cites
A Handbook of Child Psychology
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Advances in Instructional Psychology
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Arguing and Thinking: A Rhetorical Approach to Social Psychology
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Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
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Supporting and Promoting Argumentation Discourse in Science Education
Duschl, R. A., & Osborne, J. (2002) · Studies in Science Education · doi:10.1080/03057260208560187 · Cited by 1,161
The Impact of Accountability on Judgment and Choice: Toward A Social Contingency Model
Tetlock, P. E. (1992) · Advances in Experimental Social Psychology · doi:10.1016/s0065-2601(08)60287-7 · Cited by 926
Fundamentals of Argumentation Theory
van Eemeren, F. H., Grootendorst, R., Johnson, R. H., Plantin, C., & Willard, C. A. (2013) · Routledge eBooks · doi:10.4324/9780203811306 · Cited by 807
Student conceptions of natural selection and its role in evolution
Bishop, B. A., & Anderson, C. W. (1990) · Journal of Research in Science Teaching · doi:10.1002/tea.3660270503 · Cited by 799
Eliciting Self‐Explanations Improves Understanding
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Cited by
Sociocultural approaches to learning and development: A Vygotskian framework
John-Steiner, V., & Mahn, H. (1996) · Educational Psychologist · doi:10.1080/00461520.1996.9653266 · Cited by 1,255
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012) · Cognitive Science · doi:10.1111/j.1551-6709.2012.01245.x · Cited by 772
Teaching Scientific Practices: Meeting the Challenge of Change
Osborne, J. (2014) · Journal of Science Teacher Education · doi:10.1007/s10972-014-9384-1 · Cited by 659
Scientific argument and explanation: A necessary distinction?
Osborne, J. F., & Patterson, A. (2011) · Science Education · doi:10.1002/sce.20438 · Cited by 366
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories
Asterhan, C. S. C., & Schwarz, B. B. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155458 · Cited by 338
Self-citation
Metadata
- Authors
- Asterhan, C. S. C., & Schwarz, B. B.
- Venue
- Journal of Educational Psychology
- Published
- 2007-08
- Volume
- 99
- Issue
- 3
- Pages
- 626-639
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2036233135
- Cited by
- 273
- References
- 57
- FWCI
- 37.71
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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