The effects of argumentation scaffolds on argumentation and problem solving

By Kyoo-Lak Cho, David H. Jonassen. 2002

480 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e8d1d969421ed0cf8c7461b0c6275e32171bf63a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Role of Epistemic Beliefs and Scientific Argumentation in Science Learning (2008, background): “A number of other researchers have also found various types of scaffolds to be useful in improving the quality of students’ arguments (Bell, 2002 ; Cho & Jonassen, 2002 ; Sandoval & Millwood, 2005 ; Yeh, 1998 ).”
Validity in quantitative content analysis (2004, background): “The following year, Jonassen and Kwon (2002) conducted such a study.”
Engaging and Supporting Problem Solving in Engineering Ethics (2009, background): “Cho and Jonassen (2002) found that scaffolding argumentation during group problem-solving activities increased the generation of coherent arguments and resulted in more problem-solving actions during collaborative group discussions.”
Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills (2009, background): “For instance, Cho and Jonassen (2002) examined students’ use of online discussion supports to back up their discussions on problem situations.”
Arguing to learn and learning to argue: design justifications and guidelines (2010, background): “Cho and Jonassen (2003) examined using Belvedere to scaffold economics students’ construction of argumentative essays solving well-structured and ill-structured problems.”
Problem-based learning and argumentation: testing a scaffolding framework to support middle school students’ creation of evidence-based arguments (2011, background): “Unaided middle school students’ inability to construct evidence-based arguments when participating in a PBL unit could be attributed to three major challenges: (1) adequately representing the central problem (Ge and Land 2004; Liu and Bera 2005), (2) determining and obtaining the most relevant evide”
Inquiry-Based Learning: A Review of the Research Literature (2013, unknown): “Research suggests that scaffolding activities positively impact problem solving (Cho & Jonassen, 2002), reflection (Davis & Linn, 2000), research assistance (Brinkerhoff & Glazewski, 2004), concept integration (Davis & Linn, 2000), and knowledge acquisition (Roehler & Cantlon, 1997).”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, methodology): “In another approach, Cho and Jonassen (2002) presented a rubric that focuses instead on each piece of the Toulmin logic structure and imposes a separate measure of quality for each, much like the use in Connor (1990) of Toulmin categories to define a rubric of argumentation quality.”
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “We address the question of whether you can fade written supports when there is no individualization afforded such as in adult–child interactions—specifically, for students’construction of scientific explanations.”
Scaffolding in technology-enhanced learning environments (2007, background): “In Cho and Jonassen's ( 2002 ) study of supported students argumentation during ill-structured problem solving, for example, certain learner responsibilities were controlled by the system.”
ENHANCING STUDENTS’ COMMUNICATION SKILLS IN THE SCIENCE CLASSROOM THROUGH SOCIOSCIENTIFIC ISSUES (2014, unknown): “While secondary school students have a tendency to identify the main controversies of a given SSI, in the absence of guided intervention, they tend to do so at a surface level (Jonassen, 2003) and have difficulties to creating connections between claims and evidence (Cho & Jonassen, 2002).”
Productive failure in mathematical problem solving (2010, background): “While there exists a substantive amount of research examining students solving complex problems with the provision of various support structures and scaffolds (e.g., Cho and Jonassen 2002; Ge and Land 2003; Hmelo-Silver 2004), my earlier work on productive failure (Kapur 2006, 2008) examined stude”