The intersection of epistemic beliefs and gender in argumentation performance
Author:
Affiliation:
1. Online Learning and Instruction, Open University, Heerlen, The Netherlands
2. Education and Learning Sciences, Wageningen University and Research, Wageningen, The Netherlands
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/14703297.2023.2198995
Reference37 articles.
1. Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender
2. Small-group, computer-mediated argumentation in middle-school classrooms: The effects of gender and different types of online teacher guidance
3. Gender Differences in Self and Peer Assessment in a Software Engineering Capstone Course
4. The effects of collaborative reasoning strategies on improving primary school students’ argumentative decision-making skills
5. Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues
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