The role of students’ epistemic beliefs for their argumentation performance in higher education-Reference-Cited by-同舟云学术

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The role of students’ epistemic beliefs for their argumentation performance in higher education

Published:2022-06-20 Issue: Volume: Page:1-12
ISSN:1470-3297
Container-title:Innovations in Education and Teaching International
language:en
Short-container-title:Innovations in Education and Teaching International

Author:

Noroozi Omid¹^ORCID

Affiliation:

1. Education and Learning Science Group, Wageningen University and Research, Wageningen, The Netherlands

Funder

Ministry of Education, Culture, and Science, the Netherlands, the SURF organization, and Wageningen University and Research with the funding number

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/14703297.2022.2092188

Reference34 articles.

1. Peer Portal: Quality enhancement in thesis writing using self-managed peer review on a mass scale

2. Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues

3. A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers

4. The development of student feedback literacy: enabling uptake of feedback

5. Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science

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