“Mapping to know”: The effects of representational guidance and reflective assessment on scientific inquiry

By E. Toth, Dan Suthers, A. Lesgold. 2002

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0ce70c8968236d453da0f235188490087f05e792

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Patricia A. Alexander
2. Clark A. Chinn
3. C. Hmelo‐Silver
4. David Klahr
5. Ravit Golan Duncan
6. Brian J. Reiser
7. Manu Kapur
8. Richard E. Mayer

In Education

1. Clark A. Chinn
2. David Klahr
3. Patricia A. Alexander
4. Manu Kapur
5. Ravit Golan Duncan
6. Ordene V. Edwards
7. Richard E. Mayer
8. C. Hmelo‐Silver

In Experimental and Cognitive Psychology

1. Patricia A. Alexander
2. Brian J. Reiser
3. E. Michael Nussbaum
4. Wouter R. van Joolingen
5. Ordene V. Edwards
6. David Klahr
7. Richard E. Mayer
8. C. Hmelo‐Silver

Citations in the corpus

• The use of scoring rubrics: Reliability, validity, and educational consequences (2007, background): “A couple of studies report on activity and off-task behaviour, where students seem more involved in the task at hand (Piscitello, 2001; Toth et al., 2002).”
• Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, methodology): “The instructional design was informed primarily by Walton’s (1996) dialogue theory, Nussbaum’s (2008b) argument–counterargument integration framework, and Reznitskaya and Anderson’s (2002) argument schema theory and their work on the appropriation of argument stratagems (Anderson et al.”
• Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007, background): “, Derry, Hmelo-Silver, Nagarajan, Chernobilsky, & Beitzel, 2006; White & Frederiksen, 1998); (b) structures for students to follow or fill in, such as filling in argument diagrams to learn to distinguish between claims and reasons (Bell, 2002; Toth et al., 2002) or templates for domain-specific expl”
• An Experimental Study of the Effects of Representational Guidance on Collaborative Learning Processes (2003, background): “Motivated by theoretical considerations (Suthers, 1999b, 2001), informal studies (Suthers & Weiner, 1995), and classroom trials (Suthers et al., 1997; Toth et al., 2002), this study investigated representational effects on the learning processes and outcomes of collaborating learners.”