Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing

By G. J. Kelly, Allison Y. Takao. 2002

445 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Literature and Literary Theory, Safety Research

View Paper: https://www.semanticscholar.org/paper/ab3a27b34c1f3fd0f3f7ed0cc0e7e2af15daad52

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Mark R. Wilson
2. Brian Hand
3. Ying‐Chih Chen
4. Kalypso Iordanou
5. C. P. Constantinou
6. Erin Marie Furtak
7. Michael J. Timms
8. Fabrizio Macagno

In Literature and Literary Theory

1. Mark R. Wilson
2. Brian Hand
3. Ying‐Chih Chen
4. Kalypso Iordanou
5. C. P. Constantinou
6. Fabrizio Macagno
7. William A. Sandoval
8. Perry D. Klein

In Safety Research

1. Mark R. Wilson
2. Erin Marie Furtak
3. Fabrizio Macagno
4. William A. Sandoval

Citations in the corpus

• Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “…studies have focused on upper elementary (e.g., Chen et al. 2013; Benus 2011), middle school (e.g., Chin 2007; Kawalkar and Vijapurkar 2013), high school (e.g., McNeill and Pimentel 2010; Osborne et al. 2013; Scott et al. 2006), and college students (e.g., Kelly and Takao 2002; Tsai and Tsai 2014).”
• Argument relevance and structure.: Assessing and developing students' uses of evidence (2016, background): “In education, the fundamental concept of relevance of an argument is often mentioned but neither clearly defined nor measured (Kelly & Takao, 2002) or connected with the evaluation of arguments (Reznitskaya et al., 2001).”
• Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, background): “…cognitive science research (see Zimmerman, 2000), and some from studies of argumentation in classrooms (e.g., Bell & Linn, 2000; deVries, Lund, & Baker, 2002; Jiménez-Aleixandre, Rodrı́guez, & Duschl, 2000; Kelly, Druker, & Chen, 1998; Kelly & Takao, 2002; Warren & Rosebery, 1996).”
• Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “(Kuhn, 1991, p. 12) Despite its importance, research has shown that students struggle with scientific argumentation (Jimenez-Aleixandre, Rodriguez, & Duschl, 2000; Kelly & Takao, 2002; Kolstø et al., 2006).”
• LEARNING TO TEACH ARGUMENTATION: CASE STUDIES OF PRE-SERVICE (2006, unknown): “…numerous studies have focused on the analysis of argumentation discourse in educational contexts (e.g, Driver, Newton, & Osborne, 2000; Duschl, Ellenbogen & Erduran, 1999; Erduran, & Jiménez-Aleixandre, in press; Erduran, 2006;Kelly & Takao, 2002; Jiménez-Aleixandre, Rodríguez, & Duschl, 2000).”
• The Evidence-Based Reasoning Framework: Assessing Scientific Reasoning (2010, background): “…et al., 2000; Sampson & Clark, 2008), determining the extent to which researchers’ inferences about the way students reason from evidence are accurate (Kelly & Takao, 2002), determining the extent to which reasoning is—or should be—content independent or content embedded (Osborne et al., 2004;…”