Action research to explore argumentative writing projects supported with online simulation for developing conceptual knowledge and motivation to learn

Author:

Chen Ying-ChihORCID,Terada Takeshi,Aguirre-Mendez Claudia

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Reference127 articles.

1. Aguirre-Mendez, C., & Chen, Y.-C. (2022). An argumentative writing prompt model to support nonscience major students’ learning in an introductory chemistry course. Journal of College Science Teaching, 51(6), 70–79.

2. Aguirre-Mendez, C., Chen, Y.-C., Terada, T., & Techawitthayachinda, R. (2020). Predicting components of argumentative writing and achievement gains in a general chemistry course for nonmajor college students. Journal of Chemical Education, 97(8), 2045–2056.

3. Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. Routledge.

4. Alexander, P. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. Maehr & P. Pintrich (Eds.), Advances in motivational achievement (Vol. 10, pp. 213–250). JAI.

5. Anderson, S. F., Kelley, K., & Maxwell, S. E. (2017). Sample-size planning for more accurate statistical power: A method adjusting sample effect sizes for publication bias and uncertainty. Psychological Science, 28(11), 1547–1562.

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