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Scientific arguments as learning artifacts: designing for learning from the web with KIE

https://doi.org/10.1080/095006900412284
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/sce.3730770306openalex-snapshot
Science as argument: Implications for teaching and learning scientific thinking
inferredcites →https://doi.org/10.1002/sce.3730780604openalex-snapshot
Software support for students engaging in scientific activity and scientific controversy
inferredcites →https://doi.org/10.1002/tea.3660280905openalex-snapshot
How do students' views of science influence knowledge integration?
inferredcites →https://doi.org/10.1007/978-3-662-02938-1_1openalex-snapshot
Using Technology to Teach Thermodynamics: Achieving Integrated Understanding
inferredcites →https://doi.org/10.1007/978-94-011-4940-2openalex-snapshot
International Handbook of Science Education
inferredcites →https://doi.org/10.1007/978-94-011-4940-2_22openalex-snapshot
Using Technology to Support Students’ Artefact Construction in Science
inferredcites →https://doi.org/10.1007/bf02211837openalex-snapshot
Impact of simulator-based instruction on diagramming in geometrical optics by introductory physics students
inferredcites →https://doi.org/10.1007/bf02214052openalex-snapshot
Designing computer learning environments for engineering and computer science: The scaffolded knowledge integration framework
inferredcites →https://doi.org/10.1017/cbo9781139173469openalex-snapshot
Learning How to Learn
inferredcites →https://doi.org/10.1023/a:1022564817713openalex-snapshot
Productive Discussion in Science: Gender Equity Through Electronic Discourse
inferredcites →https://doi.org/10.1037/0033-2909.104.1.53openalex-snapshot
Gender differences in verbal ability: A meta-analysis.
inferredcites →https://doi.org/10.1076/ilee.6.1.4.3606openalex-snapshot
Using the Internet to Enhance Student Understanding of Science: The Knowledge Integration Environment
inferredcites →https://doi.org/10.1080/0950069890110504openalex-snapshot
‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge
inferredcites →https://doi.org/10.1080/0950069910130302openalex-snapshot
Science education and philosophy of science: congruence or contradiction?
inferredcites →https://doi.org/10.1088/0031-9120/31/3/023openalex-snapshot
Young People's Images of Science
inferredcites →https://doi.org/10.1207/s15327809jls0202_2openalex-snapshot
Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings
inferredcites →https://doi.org/10.3102/0013189x025005018openalex-snapshot
Creating Lifelong Science Learners: What Models Form a Firm Foundation?
inferredcites →https://doi.org/10.3115/222020.222043openalex-snapshot
The knowledge integration environment
inferredcites →https://doi.org/10.4324/9781410601544-24openalex-snapshot
Using Argument Map Representations to Make Thinking Visible for Individuals and Groups
inferredcites →https://doi.org/10.5860/choice.38-1072openalex-snapshot
Computers, teachers, peers: science learning partners
inferredcites →https://doi.org/10.7146/dpb.v18i288.6666openalex-snapshot
Beyond the Interface: Encountering Artifacts in Use
inferredcites →https://doi.org/10.7551/mitpress/6758.001.0001openalex-snapshot
Theory and Evidence

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Collaborative Inquiry and Knowledge Building in Networked Multimedia Environments
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Representational Resources for Constructing Shared Understandings in the High School Chemistry Classroom
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Digital Tools for Written Argumentation
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Critical Analysis of Information on Pasteurisation by High School Biology Students
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Designing Educative Tools for Scientific Argumentation: A Case Study of DBR Before and During the Pandemic
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Developing Scientific Inquiry in Technology-Enhanced Learning Environments
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Agreeing to Disagree: Students Negotiating Visual Ambiguity Through Scientific Argumentation
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inferred← citeshttps://doi.org/10.1007/978-94-007-2470-9_9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-007-7654-8_45openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-017-9370-4_1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-6091-824-7_9openalex-snapshot
Assessing Students’ Progressing Abilities To Construct Scientific Explanations
inferred← citeshttps://doi.org/10.1007/978-94-6209-086-6_5openalex-snapshot
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Argumentation: The language of science
inferred← citeshttps://doi.org/10.1007/s10503-009-9164-9openalex-snapshot
Argumentation in School Science: Breaking the Tradition of Authoritative Exposition Through a Pedagogy that Promotes Discussion and Reasoning
inferred← citeshttps://doi.org/10.1007/s10503-012-9284-5openalex-snapshot
What Students’ Arguments Can Tell Us: Using Argumentation Schemes in Science Education
inferred← citeshttps://doi.org/10.1007/s10648-007-9050-7openalex-snapshot
Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments
inferred← citeshttps://doi.org/10.1007/s10648-021-09637-2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10758-017-9299-yopenalex-snapshot
Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments
inferred← citeshttps://doi.org/10.1007/s10763-007-9116-5openalex-snapshot
The Development of an Instrument for a Technology-integrated Science Learning Environment
inferred← citeshttps://doi.org/10.1007/s10763-012-9336-1openalex-snapshot
ARGUMENTATION AND STUDENTS’ CONCEPTUAL UNDERSTANDING OF PROPERTIES AND BEHAVIORS OF GASES
inferred← citeshttps://doi.org/10.1007/s10763-012-9346-zopenalex-snapshot
EXAMINATION OF THE RELATIONSHIP BETWEEN ENGAGEMENT IN SCIENTIFIC ARGUMENTATION AND CONCEPTUAL KNOWLEDGE
inferred← citeshttps://doi.org/10.1007/s10763-015-9649-yopenalex-snapshot
Assessing and Enhancing Pre-service Science Teachers’ Self-Efficacy to Teach Science Through Argumentation: Challenges and Possible Solutions
inferred← citeshttps://doi.org/10.1007/s10763-019-10005-4openalex-snapshot
Students’ Construct and Critique of Claims and Evidence Through Online Asynchronous Discussion Combined with In-Class Discussion
inferred← citeshttps://doi.org/10.1007/s10763-022-10307-0openalex-snapshot
Relationship Between Nature of Science and Argumentation: a Follow-Up Study
inferred← citeshttps://doi.org/10.1007/s10956-006-9028-0openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10956-008-9109-3openalex-snapshot
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program
inferred← citeshttps://doi.org/10.1007/s10956-009-9179-xopenalex-snapshot
Characteristics of Pre-Service Teachers’ Online Discourse: The Study of Local Streams
inferred← citeshttps://doi.org/10.1007/s10956-010-9237-4openalex-snapshot
Urban Middle School Students’ Perceptions of the Value and Difficulty of Inquiry
inferred← citeshttps://doi.org/10.1007/s10956-011-9323-2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10956-011-9339-7openalex-snapshot
Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction
inferred← citeshttps://doi.org/10.1007/s10956-015-9578-0openalex-snapshot
Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum
inferred← citeshttps://doi.org/10.1007/s10956-017-9720-2openalex-snapshot
Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation
inferred← citeshttps://doi.org/10.1007/s10956-019-09774-yopenalex-snapshot
Virtual Reality Simulation: Effects on Academic Performance Within Two Domains of Writing in Science
inferred← citeshttps://doi.org/10.1007/s10956-022-10008-xopenalex-snapshot
The Go-Lab Platform, an Inquiry-learning Space: Investigation into Students’ Technology Acceptance, Knowledge Integration, and Learning Outcomes
inferred← citeshttps://doi.org/10.1007/s10972-006-9027-2openalex-snapshot
Making Science Teaching and Learning Visible Through Web-Based “Snapshots of Practice”
inferred← citeshttps://doi.org/10.1007/s10972-008-9097-4openalex-snapshot
Understanding Teachers’ Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument
inferred← citeshttps://doi.org/10.1007/s10972-010-9217-9openalex-snapshot
Understanding Changes in Teacher Roles Through Collaborative Action Research
inferred← citeshttps://doi.org/10.1007/s10972-012-9282-3openalex-snapshot
Argument as Professional Development: Impacting Teacher Knowledge and Beliefs About Science
inferred← citeshttps://doi.org/10.1007/s10972-016-9454-7openalex-snapshot
Using Peer Feedback to Improve Students’ Scientific Inquiry
inferred← citeshttps://doi.org/10.1007/s11165-005-9005-2openalex-snapshot
The Features of Peer Argumentation in Middle School Students' Scientific Inquiry
inferred← citeshttps://doi.org/10.1007/s11165-008-9079-8openalex-snapshot
An Analysis of the Actual Processes of Physicists’ Research and the Implications for Teaching Scientific Inquiry in School
inferred← citeshttps://doi.org/10.1007/s11165-008-9105-xopenalex-snapshot
Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms
inferred← citeshttps://doi.org/10.1007/s11165-009-9146-9openalex-snapshot
A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups
inferred← citeshttps://doi.org/10.1007/s11165-009-9164-7openalex-snapshot
Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers
inferred← citeshttps://doi.org/10.1007/s11165-011-9267-9openalex-snapshot
Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments
inferred← citeshttps://doi.org/10.1007/s11165-012-9330-1openalex-snapshot
Students’ Written Arguments in General Chemistry Laboratory Investigations
inferred← citeshttps://doi.org/10.1007/s11165-012-9339-5openalex-snapshot
Argumentation as a Strategy for Conceptual Learning of Dynamics
inferred← citeshttps://doi.org/10.1007/s11165-013-9384-8openalex-snapshot
Grade 5 Students’ Online Argumentation about Their In-Class Inquiry Investigations
inferred← citeshttps://doi.org/10.1007/s11165-016-9548-4openalex-snapshot
Preservice Science Teachers’ Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues
inferred← citeshttps://doi.org/10.1007/s11165-017-9656-9openalex-snapshot
Disentangling the Role of Domain-Specific Knowledge in Student Modeling
inferred← citeshttps://doi.org/10.1007/s11165-019-09896-8openalex-snapshot
The Effect of Modeling Activities on Grade 5 Students’ Informal Reasoning About a Real-Life Issue
inferred← citeshttps://doi.org/10.1007/s11165-019-9856-6openalex-snapshot
Explanations in STEM Areas: an Analysis of Representations Through Language in Teacher Education
inferred← citeshttps://doi.org/10.1007/s11165-020-09985-zopenalex-snapshot
An Assessment Using Rubrics and the Rasch Model of 14/15-Year-Old Students’ Difficulties in Arguing About Bottled Water Consumption
inferred← citeshttps://doi.org/10.1007/s11165-024-10187-0openalex-snapshot
The Pineapple as a Means to Develop Scientific Competence in the Spanish High School Diploma of Research
inferred← citeshttps://doi.org/10.1007/s11191-008-9157-3openalex-snapshot
First Year Turkish Science Undergraduates’ Understandings and Misconceptions of Light
inferred← citeshttps://doi.org/10.1007/s11191-013-9674-6openalex-snapshot
Assessing South China (Guangzhou) High School Students’ Views on Nature of Science: A Validation Study
inferred← citeshttps://doi.org/10.1007/s11191-016-9860-4openalex-snapshot
Nature of Science and Science Content Learning
inferred← citeshttps://doi.org/10.1007/s11191-016-9864-0openalex-snapshot
Preservice Elementary Teachers’ Instructional Practices and the Teaching Science as Argument Framework
inferred← citeshttps://doi.org/10.1007/s11191-019-00092-8openalex-snapshot
Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry
inferred← citeshttps://doi.org/10.1007/s11191-020-00163-1openalex-snapshot
Talking Science
inferred← citeshttps://doi.org/10.1007/s11191-022-00336-0openalex-snapshot
Learning Science in Context: Integrating a Holistic Approach to Nature of Science in the Lower Secondary Classroom
inferred← citeshttps://doi.org/10.1007/s11191-022-00352-0openalex-snapshot
Developing Primary School Students’ Abilities to Evaluate the Evidence of Written Scientific Arguments
inferred← citeshttps://doi.org/10.1007/s11191-022-00412-5openalex-snapshot
Secondary Science Teachers’ Instructional Strategies for Promoting the Construction of Scientific Explanations
inferred← citeshttps://doi.org/10.1007/s11191-023-00474-zopenalex-snapshot
The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry
inferred← citeshttps://doi.org/10.1007/s11191-024-00498-zopenalex-snapshot
Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course
inferred← citeshttps://doi.org/10.1007/s11191-024-00512-4openalex-snapshot
Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education
inferred← citeshttps://doi.org/10.1007/s11191-026-00757-1openalex-snapshot
Exploring Informal Reasoning Patterns and Argumentation Quality via Socioscientific Issue–Based Cartoons: A Cross-Grade Study
inferred← citeshttps://doi.org/10.1007/s11251-010-9127-4openalex-snapshot
Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: a qualitative case study
inferred← citeshttps://doi.org/10.1007/s11251-017-9412-6openalex-snapshot
Effects of discussion representation: comparisons between social and cognitive diagrams
inferred← citeshttps://doi.org/10.1007/s11336-013-9327-3openalex-snapshot
Seeking a Balance Between the Statistical and Scientific Elements in Psychometrics
inferred← citeshttps://doi.org/10.1007/s11412-006-9000-2openalex-snapshot
From dialogue to monologue and back: Middle spaces in computer-mediated learning
inferred← citeshttps://doi.org/10.1007/s11412-007-9024-2openalex-snapshot
The role of floor control and of ontology in argumentative activities with discussion-based tools
inferred← citeshttps://doi.org/10.1007/s11412-007-9025-1openalex-snapshot
Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions
inferred← citeshttps://doi.org/10.1007/s11412-009-9080-xopenalex-snapshot
Computer-supported argumentation: A review of the state of the art
inferred← citeshttps://doi.org/10.1007/s11412-018-9282-1openalex-snapshot
Why and how do middle school students exchange ideas during science inquiry?
inferred← citeshttps://doi.org/10.1007/s11423-025-10474-1openalex-snapshot
Scientific habits of arguing minds: enhancing online argumentation to foster SHOM
inferred← citeshttps://doi.org/10.1007/s11528-013-0724-3openalex-snapshot
Facilitating Place-Based Learning in Outdoor Informal Environments with Mobile Computers
inferred← citeshttps://doi.org/10.1007/s12564-024-09951-8openalex-snapshot
The effect of mobile scaffolding on academic achievement and cognitive load of third grade students in mathematical problem solving
inferred← citeshttps://doi.org/10.1007/s40299-014-0193-2openalex-snapshot
The Influence of Playing a for or Against a Controversial Position on Elementary Students’ Ability to Construct Cogent Arguments
inferred← citeshttps://doi.org/10.1007/s40299-015-0247-0openalex-snapshot
Supporting Scientific Explanations with Drawings and Narratives on Tablet Computers: An Analysis of Explanation Patterns
inferred← citeshttps://doi.org/10.1007/s40593-016-0115-yopenalex-snapshot
Argumentation Scheme-Based Argument Generation to Support Feedback in Educational Argument Modeling Systems
inferred← citeshttps://doi.org/10.1016/j.appdev.2003.11.002openalex-snapshot
Thinking Like A Scientist About Real-World Problems: The Cornell Institute for Research on Children Science Education Program
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2004.11.002openalex-snapshot
The effect of goal instructions and need for cognition on interactive argumentation
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2005.01.001openalex-snapshot
Effects of instruction on changes in epistemological beliefs
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2008.06.001openalex-snapshot
Collaborative discourse, argumentation, and learning: Preface and literature review
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2019.101809openalex-snapshot
Enhancing evidence-based argumentation in a Mainland China middle school
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2020.101918openalex-snapshot
Constructing explanatory models from text-based information: Why instructional tools help
inferred← citeshttps://doi.org/10.1016/j.cogdev.2008.09.006openalex-snapshot
Beyond control of variables: What needs to develop to achieve skilled scientific thinking?
inferred← citeshttps://doi.org/10.1016/j.compedu.2010.02.020openalex-snapshot
On-line synchronous scientific argumentation learning: Nurturing students' argumentation ability and conceptual change in science context
inferred← citeshttps://doi.org/10.1016/j.compedu.2011.01.013openalex-snapshot
Performance evaluation of an online argumentation learning assistance agent
inferred← citeshttps://doi.org/10.1016/j.compedu.2011.02.007openalex-snapshot
Conducting guided inquiry in science classes using authentic, archived, web-based data
inferred← citeshttps://doi.org/10.1016/j.compedu.2013.07.021openalex-snapshot
Scaffolding argumentation in intact class: Integrating technology and pedagogy
inferred← citeshttps://doi.org/10.1016/j.compedu.2014.08.018openalex-snapshot
The effect of online argumentation upon students' pseudoscientific beliefs
inferred← citeshttps://doi.org/10.1016/j.compedu.2015.09.009openalex-snapshot
Enhancing skill in constructing scientific explanations using a structured argumentation scaffold in scientific inquiry
inferred← citeshttps://doi.org/10.1016/j.compedu.2018.03.003openalex-snapshot
An exploratory study of blending the virtual world and the laboratory experience in secondary chemistry classrooms
inferred← citeshttps://doi.org/10.1016/j.compedu.2019.03.008openalex-snapshot
The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings
inferred← citeshttps://doi.org/10.1016/j.compedu.2020.104037openalex-snapshot
An instant perspective comparison system to facilitate learners’ discussion effectiveness in an online discussion process
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104516openalex-snapshot
Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104920openalex-snapshot
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns
inferred← citeshttps://doi.org/10.1016/j.eswa.2008.01.036openalex-snapshot
Developing argumentation processing agents for computer-supported collaborative learning
inferred← citeshttps://doi.org/10.1016/j.ijedudev.2012.03.007openalex-snapshot
First steps in teaching argumentation: A South African study
inferred← citeshttps://doi.org/10.1016/j.ijer.2004.11.004openalex-snapshot
The role of IRF exchanges in the discursive dynamics of e-mail tutored interactions
inferred← citeshttps://doi.org/10.1016/j.ijer.2016.07.008openalex-snapshot
Argumentation in science education as a systemic activity: An activity-theoretical perspective
inferred← citeshttps://doi.org/10.1016/j.ijer.2024.102375openalex-snapshot
The effects of discourse goals on written arguments in elementary school students
inferred← citeshttps://doi.org/10.1016/j.lcsi.2015.09.001openalex-snapshot
Favoring argumentative disciplinary discussions in the classroom. A study of teacher's questions at undergraduate and graduate levels
inferred← citeshttps://doi.org/10.1016/j.lcsi.2021.100533openalex-snapshot
Dialogic teaching of controversial public issues in a Chinese middle school
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