Experimental evidence for diagramming benefits in science writing
暂无分享,去创建一个
[1] Maralee Harrell,et al. Improving First-Year Writing Using Argument Diagramming , 2013, CogSci.
[2] Kevin D. Ashley,et al. Improving Science Writing in Research Methods Classes Through Computerized Argument Diagramming , 2015, CogSci.
[3] J. Sweller. COGNITIVE LOAD THEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN , 1994 .
[4] K. Kirsner,et al. Long-term memory for pictures and sentences , 1981, Memory & cognition.
[5] Clark A. Chinn,et al. Children's Responses to Anomalous Scientific Data: How Is Conceptual Change Impeded?. , 2002 .
[6] Jerry Andriessen,et al. Representational Tools in Computer-Supported Collaborative Argumentation-Based Learning: How Dyads Work With Constructed and Inspected Argumentative Diagrams , 2007 .
[7] J. Klayman,et al. Confirmation, Disconfirmation, and Informa-tion in Hypothesis Testing , 1987 .
[8] K. Holyoak,et al. The Oxford handbook of thinking and reasoning , 2012 .
[9] Richard Andrews,et al. Teaching and Learning Argument , 1995 .
[10] S. Toulmin. The uses of argument , 1960 .
[11] Maralee Harrell,et al. Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy , 2012 .
[12] R. Shepard. Recognition memory for words, sentences, and pictures , 1967 .
[13] Joseph Krajcik,et al. A Scaffolding Design Framework for Software to Support Science Inquiry , 2004, The Journal of the Learning Sciences.
[14] L. Standing. Learning 10000 pictures , 1973 .
[15] Collin Lynch,et al. The diagnosticity of argument diagrams , 2014 .
[16] Ruya Guzel Ozmen. Comparison of Two Different Presentations of Graphic Organizers in Recalling Information in Expository Texts with Intellectually Disabled Students. , 2011 .
[17] G. Stricker,et al. Handbook of Developmental Psychology , 1982 .
[18] Maralee Harrell. No Computer Program Required : Even Pencil-and-Paper Argument Mapping Improves Critical-Thinking Skills , 2008 .
[19] Ron Gray,et al. The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics , 2014 .
[20] Ian Stewart,et al. An evaluation of argument mapping as a method of enhancing critical thinking performance in e-learning environments , 2012, Metacognition and Learning.
[21] D. Westerman,et al. The effect of processing fluency on impressions of familiarity and liking. , 2015, Journal of experimental psychology. Learning, memory, and cognition.
[22] Yair Neuman,et al. Construction of Collective and Individual Knowledge in Argumentative Activity , 2003 .
[23] Herbert A. Simon,et al. The Right Representation for Discovery: Finding the Conservation of Momentum , 1992, ML.
[24] Benjamin Naumann,et al. Mental Representations A Dual Coding Approach , 2016 .
[25] Kevin D. Ashley,et al. The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing , 2017, International Journal of Artificial Intelligence in Education.
[26] D. Kuhn,et al. Tracing the Development of Argumentive Writing in a Discourse-Rich Context , 2016 .
[27] K. de Glopper,et al. Argumentation in written discourse: secondary school students' writing problems. , 1994 .
[28] E. Nussbaum,et al. Promoting Argument-Counterargument Integration in Students' Writing , 2007 .
[29] Susan Bell Trickett,et al. Connecting Internal and External Representations: Spatial Transformations of Scientific Visualizations , 2005 .
[30] Shirley Simon,et al. Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students , 2013 .
[31] Carol Berkenkotter,et al. Genre knowledge in disciplinary communication , 1994 .
[32] Richard Andrews,et al. Essays in Argument , 2001 .
[33] Herbert A. Simon,et al. Why a Diagram is (Sometimes) Worth Ten Thousand Words , 1987, Cogn. Sci..
[34] Daniel D. Suthers,et al. An Experimental Study of the Effects of Representational Guidance on Collaborative Learning Processes , 2003 .
[35] Karsten Stegmann,et al. Facilitating argumentative knowledge construction with computer-supported collaboration scripts , 2007, Int. J. Comput. Support. Collab. Learn..
[36] Thomas F Shipley,et al. Categorical biases in spatial memory: the role of certainty. , 2015, Journal of experimental psychology. Learning, memory, and cognition.
[37] Kevin D. Ashley,et al. Can Diagrams Predict Essay Grades? , 2014, Intelligent Tutoring Systems.
[38] Karsten Stegmann,et al. Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment , 2012 .
[39] William F. Brewer,et al. The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction , 1993 .
[40] Deanna Kuhn,et al. Developing Dialogic Argumentation Skills: A 3-year Intervention Study , 2014 .
[41] Brian Hand,et al. Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects , 2004 .
[42] J. Frederiksen,et al. Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students , 1998 .
[43] Maralee Harrell. Argument diagramming and critical thinking in introductory philosophy , 2011 .
[44] Peter,et al. DIAGRAMMATIC REASONING IN SCIENTIFIC DISCOVERY : MODELLING GALILEO ’ S KINEMATIC DIAGRAMS 1 , 2002 .
[45] Laura R. Novick,et al. Spatial diagrams: Key instruments in the toolbox for thought , 2000 .
[46] L. Malone,et al. Effects of Graphic Organizer Instruction on Fifth-Grade Students , 1995 .
[47] G. Ritchey,et al. Long-Term Memory for Pictures , 2005 .