The Impact of Collaboration on the Outcomes of Scientific Argumentation.

By Victor D. Sampson, Douglas B. Clark. 2009

274 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/091a134d3926a6dcbb6512cdea2d9b027523a239

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability--A Literature Review. (2016, background): “Collaboration supports students to make their own thinking visible [109,110] and helps them to learn from argumentation [111].”
Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013, background): “When group members challenge each other by using normative scientific evidence, highquality interaction results, thus, leading to enhanced learning for all members (see, e.g., Clark, D’Angelo, & Menekse, 2009; Sampson & Clark, 2009).”
Developing Dialogic Argumentation Skills: A 3-year Intervention Study (2014, background): “Those whose focus is the role of argumentation in science education (Erduran & Jimenez-Aleixandre, 2007; Sampson & Clark, 2011), as well as those whose focus is argumentation more broadly (Asterhan & Schwarz, 2009; Goldberg, Schwarz, & Porat, 2011; Muller-Mirza, Perret-Clermont, Tartas, &…”
Argument to Foster Scientific Literacy (2010, background): “For example, Sampson and Clark (2009) report on student construction of written arguments in response to a discrepant event called ice melting blocks. Students were asked to explain why ice cubes placed on two similar-looking blocks melted at different rates. In a follow-up task students were asked ”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “These efforts have shown that scaffolds can help students construct written scientific explanations (McNeil et al., 2006; Sampson & Clark, 2009), produce individual written arguments (Zohar & Nemet, 2002) and develop conceptual understanding on a particular topic (Bell & Linn, 2000; McNeil,…”
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence (2013, unknown): “…& Schwarz, 2007, 2009; Berland & McNeill, 2010; Bricker & Bell, 2011; Felton, 2004; Iordanou, 2010; Jimenez-Aleixandre & Erduran, 2008; Kuhn & Udell, 2003; Kuhn, Goh, Iordanou, & Shaenfield, 2008; Nussbaum, 2008; Nussbaum & Edwards, 2011; Sampson & Clark, 2009; Udell, 2007; Zohar & Nemet, 2002).”
ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY (2012, background): “Such classrooms are beneficial for learners as there is mounting evidence that discussion and argumentation improves students’ conceptual understandings (e.g., Asterhan & Schwarz, 2007; Sampson & Clark, 2009; Osborne, 2010; Rasmussen, Kwon, Allen, Marrongelle & Burtch, 2006; Zohar & Nemet, 2002).”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, background): “…it provides students with the opportunity to come across new ideas or ways of thinking, clarify and justify their perspectives, build on or refine one another’s ideas by comparing multiple viewpoints, as well as co-construct new scientific knowledge (Gijlers & de Jong, 2013; Sampson & Clark, 2009).”
The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, unknown): “…2009; Yesiloglu, 2007), understanding scientific epistemology (e.g. Jimenez-Aleixandre & Erduran, 2008; Nussbaum, Sinatra, & Poliquin, 2008; Sandoval & Millwood, 2008), and increasing investigational capability (e.g. Gott & Duggan, 2007; Kelly et al., 1998; Kim & Song, 2006; Sampson & Clark, 2009).”