Comparing the Epistemological Underpinnings of Students' and Scientists' Reasoning about Conclusions.

By Kathleen Hogan, Mark Maglienti. 2001

290 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/53bbcd4e9d0f9130437d44a0e4dfc3be42163a4a

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

In Education

Citations in the corpus

More from the Horse’s Mouth: What scientists say about science as a social practice (2010, background): “…curricula, research findings continue to paint a depressing picture of NOS understanding among students and their teachers (Abd-El-Khalick & Lederman, 2000; Driver et al., 1996; Finson, 2002; Hogan & Maglienti, 2001; Lederman, 1992; Moss, Abrams, & Robb, 2001; Ryder, Leach, & Driver, 1999).”
A Comparison of the Collaborative Scientific Argumentation Practices of Two High and Two Low Performing Groups (2011, background): “manner. Current research indicates that students often do not use criteria that are consistent with the standards of the scientific community to determine which ideas to accept, reject, or modify ( Hogan and Maglienti 2001; Kuhn and Reiser 2006) and distort, trivialize, or ignore evidence in an eff”
Learning to Teach Argumentation: Research and development in the science classroom (2006, result): “More recently, other researchers have reached similar conclusions (Hogan & Maglienti, 2001 ; Zohar & Nemet, 2002 ).”
Enhancing the quality of argumentation in school science (2004, background): “Thus, it is possible for science education to make a significant contribution toward improving the quality of students’ reasoning, redressing the weaknesses exposed by the work of Kuhn (1991) and Hogan and Maglienti (2001).”
Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study (2009, background): “Making meaning is thus a dialogic process involving persons-inconversation” (p. 7). Other researchers such as Duschl and Ellenbogen (2002, p. 2) have described argumentation as “a genre of discourse and an epistemological framework central to doing science.” Science education, then, is beginning to ”
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “Instead of using evidence, students often rely on their personal views to draw conclusions (Hogan & Maglienti, 2001).”
Mapping Children’s Discussions of Evidence in Science to Assess Collaboration and Argumentation (2006, background): “The work of Osborne, Erduran, and Simon has built on a wider base of international research concerning argumentative discourse in science education (Hogan & Maglienti, 2001 ; Jimenex‐Aleixandre et al, 2000 ; Jimenez‐Aleixandre & Pereiro‐Munoz, 2002 , 2005 ; Kelly et al, 1998 ; Pontecorvo, 1987”
Learners' Epistemic Criteria for Good Scientific Models. (2011, background): “Five prominent examples are studies by Samarapungavan (1992), Hogan and Maglienti (2001), Penner et al. (1997), Smith, Maclin, Houghton, and Hennessey (2000), and Schwarz and White (2005).”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “In particular, the work of Kuhn, Goh, Iordanou, and Shaenfield (2008) showed that participants who engaged in dialogic argumentation over an extended period of time showed significant gains in metalevel communications about the discourse, reflecting at least implicit understanding of its goals as we”
The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works (2015, background): “standing of the science relative to its epistemological grounding and the process that are involved in the production of knowledge (Hogan and Maglienti 2001; Wickman 2004).”