Experimental evidence for diagramming benefits in science writing

[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 .