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Improving Science Writing in Research Methods Classes Through Computerized Argument Diagramming
| Content Provider | eScholarship Repository: University of California |
|---|---|
| Author | Barstow, Brendan J Schunn, Christian D Fazio, Lisa K Falakmasir, Mohammad H Ashley, Kevin |
| Abstract | The purpose of this study was to characterize the ways in which psychologists address research hypothesis risk in academic articles, and to support undergraduates in learning to write about such risk using argument diagramming prewriting activities. First, 90 articles recently published in top social, developmental, and cognitive psychology journals were examined for their presentation of research hypothesis ‘risk’ – an element of the intellectual merit of a research study denoting the novelty and importance of the study being conducted. Second, an experimental study was conducted involving 82 students in undergraduate research methods classes. They were assigned to either argument diagram or traditional instruction conditions. Research reports were coded for explicit discussion of risk. Students using argument diagramming were significantly more likely to write about risk when compared to matched classes given no diagramming support |
| File Format | |
| Conference Proceedings | Proceedings of the Annual Meeting of the Cognitive Science Society |
| Alternate Webpage(s) | https://escholarship.org/uc/item/1b28v9cz |
| Volume Number | 37 |
| Language | English |
| Publisher Date | 2015-01-01 |
| Access Restriction | Open |
| Subject Keyword | Writing Instruction Science Instruction Educational Intervention Hypothesis Risk Philosophy Of Science Argument diagram |
| Content Type | Text |
| Resource Type | Article |
