Prediction of students' argumentation skills about controversial topics by epistemological understanding

By Lucia Mason, Fabio Scirica. 2006

223 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ca06622ddcc1b338de0df681ab212628cc4f2b44

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Why Argue? Developing Understanding of the Purposes and Values of Argumentive Discourse (2010, background): “Supporting such a connection is empirical evidence of a relation between argument skills and epistemological understanding (Iordanou, 2009; Kuhn, 1991; Mason & Boscolo, 2004; Mason & Scirica, 2006; Weinstock, Neuman, & Glassner, 2006).”
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “…(1997) four-dimension model of epistemological beliefs, many researchers have explicitly drawn on this framework (e.g., Greene et al., 2008; Mason & Scirica, 2006; Muis, Bendixen, & Haerle, 2006; Muis & Franco, 2009; Qian & Alvermann, 2009; Stathopoulou & Vosniadou, 2007; Tsai, 2008;…”
Promoting attitude change and expressed willingness to take action toward climate change in college students (2012, background): “Commitment to a particular point of view may arise from personal experiences (such as recalling a few recent cold winters) but may also arise from one’s epistemic beliefs (Kardash and Scholes 1996; Mason and Scirica 2006 ), or dispositions toward knowledge (DeBacker and Crowson 2008).”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, methodology): “The development of participants’ responses for each of the three components of argumentation (argument, counterargument, and rebuttals) was evaluated according to a rubric adapted from Mason and Scirica (2006) and used in a recent study by Khishfe (2012b).”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, background): “…academic progress in science (Leach et al., 1997; Metz, 2004; Sandoval, 2005), to their academic progress more broadly (Buehl & Alexander, 2005; Mason & Boscolo, 2004; Mason & Scirica, 2006), and to their intellectual productivity outside of and beyond school (Kuhn, 2005; Kuhn & Park, 2005).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “Differences in epistemic cognition have been shown to predict conceptual change (e.g., Gill, Ashton, & Algina, 2004) as well as argumentation performance (Kuhn & Udell, 2003; Mason & Scirica, 2006).”
LEARNING ARGUMENTATION SKILLS THROUGH INSTRUCTION IN SOCIOSCIENTIFIC ISSUES: THE EFFECT OF ABILITY LEVEL (2010, methodology): “The rubric in this study (Table 1) was based on argument scoring frameworks and procedures in recent studies ( Mason & Scirica, 2006; Sadler & Donnelly, 2006; Walker & Zeidler, 2007; Wu & Tsai, 2007).”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “…low-quality, public argumentation in the mass media or on the Internet may serve to foster skepticism rather than commitment, based on a (mis)perception that experts disagree and that scientific warrants are thereby weak (Mason & Scirica, 2006; Sinatra, Southerland, McConaughy, & Demastes, 2003).”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, methodology): “For example, Mason and Scirica (2006) measured epistemological levels of middle school students using a task developed by Kuhn, Cheney, and Weinstock (2000).”
Handbook of Epistemic Cognition (2016, background): “…of written argumentative texts (Bråten, Anmarkrud, Brandmo, & Strømsø, 2014; Bråten, Ferguson, Strømsø, & Anmarkrud, 2013; Ferguson & Bråten, 2013; Mason & Scirica, 2006; Nussbaum, Sinatra, & Poliquin, 2008), and (b) certainty of knowledge, which negatively predicts resolving global…”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, background): “…link between adaptive justification beliefs and the use of argument schema is also supported by Kuhn’s (1991) research on the relation between an evaluativist epistemology emphasizing justification through rules of inquiry and argumentative reasoning or skill (see also Mason & Scirica, 2006).”
Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…substantive empirical evidence has now accumulated showing that such individual differences in epistemological understanding play an important role in argument skill demonstration (Kuhn, Wang & Li, 2011; Mason & Scirica, 2006; Nussbaum, Sinatra, & Poliquin, 2008; Weinstock, Neuman, & Tabak, 2004).”