阳光季节
The impact of collaboration on the outcomes of
scientific argumentation
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期刊名称： Science Education
作者： Victor Sampson,Douglas Clark
作者机构： College of Education, Arizona State University, Tempe, AZ 85287‐0911, USA
年份： 2010年
杂七杂八的英文期号： 第3期
关键词： Context Effect;Cooperation;Persuasive Discour;High School
royal wedding
Students;Chemistry;Individual Activities;Group Activities;Comparativeeverydayenglish
food safetyAnalysis;Program Effectiveness;Mastery Learning
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compendium
企业财务会计制度摘要：This study examines three questions about the impact of collaboration during scientific argumentation. First, do groups craft better arguments than individuals? Second, to what degree do individuals adopt and internalize the arguments crafted by their group? Third, do individuals who work in groups learn more from their experiences than individuals who work on their own? To examine the questions, 168 high school chemistry students were randomly assigned, using a matched pair design to collaborative or individual argumentation conditions. Students in both treatment conditions first completed a task that required them to produce an argument articulating and justifying an explanation for a discrepant event. The students then completed mastery and transfer problems on their own. The results of this study indicate that (a)
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