Introducing talk and writing for conceptual change: a classroom study
By Lucia Mason. 2001
111 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/29f5bb2745dbfff5bf4ecdbfc40c314d9c405783
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
- Christa S. C. Asterhan
- Ying‐Chih Chen
- Brian Hand
- Baruch B. Schwarz
- Soonhye Park
- Victor D. Sampson
- P. Murphy
- Douglas B. Clark
In Education
- Ying‐Chih Chen
- Soonhye Park
- Brian Hand
- Christa S. C. Asterhan
- Victor D. Sampson
- Baruch B. Schwarz
- P. Murphy
- Douglas B. Clark
Citations in the corpus
- Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “…andwriting to construction and critique In discussing cognitive functions associated with students’ employment of talk and writing in argumentation, Mason (2001) argued that traditional classrooms describe talk as a tool with which individuals propose and present ideas in order to express…”
- A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups (2011, background): “In order to help students produce better group outcomes though collaborative scientific argumentation, we suggest that science educators focus their attention on helping students learn to view ideas as objects of cognition (Kuhn 1993; Mason 2001 ) and encourage students to adopt and use different c”
- Examining the Effects of Classroom Discussion on Students' Comprehension of Text: A Meta-Analysis (2009, background): “For example, in Mason (2001), the fourth-grade students participated in discussions about their observations of mold growing on carrots and cheese.”
- The Effects of Monological and Dialogical Argumentation on Concept Learning in Evolutionary Theory (2007, background): “…practices in the classroom as an important means of improving students' understanding of subject matter (e.g., Baker, 2003; De Vries, Lund & Baker, 2002; Duschl & Osborne, 2002; Mason, 2001; Nussbaum & Sinatra, 2003; Schwarz, 2003; Schwarz & Glassner, 2003; Schwarz, Neuman & Biezuner, 2000).”