The Quality of Students' Use of Evidence in Written Scientific Explanations

By William A. Sandoval, Kelli A. Millwood. 2005

663 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7f54287fa97b1b0e1b6780e684312c0384fee675

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. Katherine L. McNeill
2. Gale M. Sinatra
3. Jeffrey Alan Greene
4. Andy Cavagnetto
5. Brian Hand
6. E. Michael Nussbaum
7. Ying‐Chih Chen
8. Ivar Bråten

In Education

1. Katherine L. McNeill
2. Brian Hand
3. Jeffrey Alan Greene
4. Andy Cavagnetto
5. Gale M. Sinatra
6. Ying‐Chih Chen
7. E. Michael Nussbaum
8. Ivar Bråten

Citations in the corpus

• Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments (2006, background): “Judging the quality of explanations is not an easy task (Sandoval & Millwood, 2005 ).”
• The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care (2007, neutral): “For example, Sandoval and Millwood (2005) offer a method for assessing the sufficiency of evidence and use of inscriptions to support claims in explorations of natural selection.”
• Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension (2016, background): “…as finding adequate evidence to support a claim, integrating contradictory evidence, and challenging the claims made by others (Bell, 2004; Cavagnetto, Hand, & Norton-Meier, 2010; Evagorou, Jimenez-Aleixandre, & Osborne, 2012; Jimenez-Aleixandre & Pereiro-Munoz, 2002; Sandoval & Millwood, 2005).”
• Argument to Foster Scientific Literacy (2010, methodology): “Similar directional scaffolds were provided with the computer program ExplanationConstructor (Sandoval & Millwood, 2005; Sandoval & Reiser, 2004).”
• Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, background): “For example, recent studies of students’ written arguments in both high school (Bell & Linn, 2000; Sandoval & Millwood, 2005) and college (Kelly & Takao, 2002) have generated interesting insights into students’ practices of making claims and linking them to evidence.”
• Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks - eScholarship (2014, background): “A good scientific explanation accounts for patterns in data and links claims in these accounts with relevant evidence (Sandoval & Millwood, 2005; Sandoval & Reiser, 2004).”
• LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, background): “Evidence, including numerical or descriptive data, concrete examples, or facts, is explicit information related to the claim or counterclaim derived from experiments, observations, or surveys (Aikenhead, 2005; Sandoval & Millwood, 2005 ).”
• Handbook of Epistemic Cognition (2016, background): “…- side arguments, and even though they align nicely with the “myside bias” phenomenon observed in the production of arguments for both children and adults (Kuhn, 1991; Sandoval & Millwood, 2005), they are less effective in persuading readers than twosided persuasion texts (Wolfe et al., 2009).”