Experimental Evidence for Diagramming Benefits in Science Writing

Autor/inn/en	Barstow, Brendan; Fazio, Lisa; Schunn, Christian; Ashley, Kevin
Titel	Experimental Evidence for Diagramming Benefits in Science Writing
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 45 (2017) 5, S.537-556 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schunn, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-017-9415-3
Schlagwörter	Technical Writing; Undergraduate Students; Persuasive Discourse; Visual Aids; Scientific Research; Research Papers (Students); Psychology; Student Research + Suchen Sie Ihr Suchwort? Technical documentation; Technische Dokumentation; Persuasion; Persuasive Kommunikation; Anschauungsmaterial; Psychologie; Studentenforschung
Abstract	Arguing for the need for a scientific research study (i.e. writing an introduction to a research paper) poses significant challenges for students. When faced with these challenges, students often generate overly safe replications (i.e. fail to find and include opposition to their hypothesis) or in contrast include no strong support for their hypothesis (i.e. relevant, valid evidence). How can we support novice scientists in generating and defending high quality hypotheses? A long history of research supports the affordances provided by structured representations of complex information. More recently, argument diagramming has gained traction in instruction for philosophy, social studies, and law. However, its effectiveness for supporting students in science is relatively untested. The purpose of the current study was to test the effectiveness of a simple argument diagram optimized for supporting students' research writing in psychology. Two groups of undergraduate students in research methods lab courses were randomly assigned to diagramming support or no support. In the research papers, those given diagramming support were more likely to argue for an appropriately "risky' hypothesis and wrote more about the relevance and validity of cited studies. Some of these gains show signs of transfer to a second paper written later in the course that did not require use of the diagramming tool. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01