Mapping Children’s Discussions of Evidence in Science to Assess Collaboration and Argumentation

By Jane Maloney, Shirley Simon. 2006

126 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2e19578c10cc165ebd7efc42abe9b40d588f420f

How researchers see this paper

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In Developmental and Educational Psychology

1. Shu-Sheng Lin
2. Andy Cavagnetto
3. J. Mintzes
4. Brian Hand
5. R. Khishfe

In Education

1. Shu-Sheng Lin
2. Andy Cavagnetto
3. J. Mintzes
4. Brian Hand
5. R. Khishfe

Citations in the corpus

• Argument to Foster Scientific Literacy (2010, background): “, 2008) and the claims, evidence, and reasoning structure identified in McNeill (2009), McNeill, Lizotte, Krajcik, and Marx (2006), and McNeill and Krajcik (2008). In the IDEAS project, students were taught Toulmin’s (1958) argument structure and then gained experience with its application across ni”
• Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse (2010, unknown): “…Newton, & Osborne, 2000; Duschl & Osborne, 2002; Erduran & Jimenez-Aleixandre, 2007; Erduran & Simon, 2004; Felton, 2004; Felton & Kuhn, 2001; Iordanou, 2010; Kuhn, in press; Kuhn, Goh, Iordanou, & Shaenfield, 2008; Kuhn & Udell, 2003, 2007; Maloney & Simon, 2006; Nussbaum, 2005; Udell, 2007).”
• LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, background): “Group or whole-class discussion is another avenue for teaching argumentation skills through SSIs ( Maloney & Simon, 2006 ).”