Role of Epistemic Beliefs and Scientific Argumentation in Science Learning

By E. Michael Nussbaum, Gale M. Sinatra, Anne M. Poliquin. 2008

219 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/656ee19c6ecfeb6058f8f869bde49b534eadf3fa

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Handbook of Epistemic Cognition (2016, background): “Nussbaum et al. (2008) also found differences in argumentative reasoning between students with different epistemic understandings.”
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, background): “…are interested in the construction of different types of arguments and not argumentation per se, the students had to list their different types of arguments instead of writing one coherent text weighing and synthesizing strategies (argument–counterargument integration, see Nussbaum et al., 2008).”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “His claim is supported by evidence from several studies that examined the relationship between people’s epistemological beliefs and their argumentation skills (e.g. Kuhn 1991; Nussbaum, Sinatra, and Poliquin 2008; Weinstock 2005; Weinstock, Neuman, and Glassner 2006).”
Framing for scientific argumentation (2012, background): “For example, Nussbaum, Sinatra, and Poliquin (2008) found that explicit instruction helped students attend to alternative explanations and engage in thought experiments.”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, unknown): “For example, the work of Nussbaum, Sinatra, and Poliquin (2008) showed that students who haven‘t developed a constructive epistemological understanding interacted less critically when engaged in argumentation than students who had done so.”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “The second line is based on the notion that learners’ NOS understandings have some bearing on their engagement in argumentation (Nussbaum et al., 2008; Sandoval & Milwood, 2008; Zeidler, Walker, Ackett, & Simmons, 2002).”
The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning (2019, background): “The study of Noroozi (2016) showed that Evaluativists produced higher number of disagreement and integration messages compared with multiplists.”
The Influence of Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers' Views of Nature of Science. (2010, background): “Nussbaum et al. (2008) examined the influence of undergraduate students’ epistemic beliefs, and exposure to argumentation instruction, on the quality of their arguments.”
The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context (2013, unknown): “Jimenez-Aleixandre & Erduran, 2008 ; Nussbaum, Sinatra, & Poliquin, 2008 ; Sandoval & Millwood, 2008 ), and increasing investigational capability (e.”