The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation

By Meghan E. Bathgate, Amanda Crowell, Christian D. Schunn, M. Cannady, Rena Dorph. 2015

104 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e4fbf90e092616f5a38ac70d90db864a94b05da1

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. Christa S. C. Asterhan
2. Baruch B. Schwarz
3. Keith Taber
4. A. García-Franco
5. E. Michael Nussbaum

In Education

1. Christa S. C. Asterhan
2. Baruch B. Schwarz
3. Keith Taber
4. A. García-Franco
5. E. Michael Nussbaum

Citations in the corpus

• The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education (2017, background): “For example, one paper in the IJSE volume surveyed (Bathgate, Crowell, Schunn, Cannady, & Dorph, 2015) made two references to an unspecified alpha statistic.”
• Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “Bathgate et al. (2015) found that one’s willingness to engage in argumentive discourse moderates associations between argumentive competence and learning in middle school science classes.”