Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials

By Katherine L. McNeill, David J. Lizotte, Joseph Krajcik, Ronald Marx. 2006

787 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ae7a7c462c2fe043d483865d5d8b120f1f739e0d

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Expertise reversal effects in writing-to-learn (2010, background): “These results suggest that it may be important to adapt the provided instructional guidance to the individual competence level of the students (see also McNeill et al. 2006; Puntambekar and Hu ¨bscher 2005).”
Plausibility reappraisals and shifts in middle school students' climate change conceptions (2013, background): “However to employ critical evaluation, an individual must examine the connection between evidence and explanation, as well as connections between the same evidence and alternative explanations (McNeill et al., 2006).”
Teachers’ Pedagogical Content Knowledge of Scientific Argumentation: The Impact of Professional Development on K–12 Teachers (2013, methodology): “The coding scheme for the student writing included a focus on the framework introduced during the workshop—claim, evidence, and reasoning (McNeill et al., 2006; 2012a)—that was informed by other research focused on the structure of students’ arguments (Berland & Reiser, 2009; Osborne et al.”
Reasoning up and down a Food Chain: Using an Assessment Framework to Investigate Students' Middle Knowledge. (2009, background): “Similarly to others (e.g., Bell & Linn, 2000; Driver, Newton, & Osborne, 2000; Lee, 2003; McNeill et al., 2006; Sandoval, 2003), we developed a modified version of Toulmin’s (1958) model of argumentation to support students in creating scientific explanations.”
Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year. (2011, methodology): “The coding scheme was informed by previous research examining students’ everyday meanings of evidence, explanation, and argumentation (Bricker & Bell, 2008; Hudicourt-Barnes, 2003) and previous research examining scientific evidence (Aikenhead, 2005), explanation (Berland & Reiser, 2009; McNeill et ”
Student Difficulties in Socio‐scientific Argumentation and Decision‐making Research Findings: Crossing the borders of two research lines (2010, neutral): “It was found that students have problems with linking the data to claims in their arguments (Jimenez‐Aleixandre, Rodriguez, & Duschl, 2000 ; Kelly, Druker, & Chen, 1998 ; McNeill, Lizotte, & Krajcik, 2006 ; Watson, Swain, & McRobbie, 2004 ).”
A REVIEW OF EMPIRICAL EVIDENCE ON SCAFFOLDING FOR SCIENCE EDUCATION (2012, background): “Third, explicitness and fading of scaffolds from instructional design and theoretical rationale may help learners make connections between new representations and familiar referents and to construct interpretations, especially once they have the opportunity to consolidate their cognition via self-re”
The Importance of Embedding Argument Within Science Classrooms (2012, background): “• In a study by Mohammad (2007) of a one-semester freshman chemistry course for the “soft” sciences (agricultural, food science, etc.”