Anne M. Poliquin
University of Nevada, Las Vegas
Treatment and control groupsComputer-mediated communicationEpistemologyCausal modelMathematics educationArtificial intelligenceRandomized experimentPsychologyCausal structureEducational technologyCognitive psychologyPedagogyCausalityPerceptionComputer-supported collaborative learningRelation (history of concept)ExplicationComputer-Assisted InstructionScience learningOnline argumentationScience instructionEpistemic beliefsAffect (psychology)ArgumentComputer scienceLinguisticsComprehensionCooperative learningCritical thinkingReading (process)Argumentation theory
4Publications
3H-index
225Citations
Publications 4
Newest
#1E. Michael Nussbaum (UNLV: University of Nevada, Las Vegas)H-Index: 21
#2Gale M. Sinatra (UNLV: University of Nevada, Las Vegas)H-Index: 48
Last. Anne M. Poliquin (UNLV: University of Nevada, Las Vegas)H-Index: 3
view all 3 authors...
We hypothesized that instruction in the criteria of scientific arguments, in combination with constructivist epistemic beliefs, would produce greater learning about physics concepts. The study was a randomized experiment, where college undergraduates (n = 88) discussed, in pairs over the Web, several physics problems related to gravity and air resistance. Prior to their discussions, one‐half of the dyads received information on the nature of scientific arguments. All students were classified epi...
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#1E. Michael Nussbaum (UNLV: University of Nevada, Las Vegas)H-Index: 21
#2Denise L. Winsor (UNLV: University of Nevada, Las Vegas)H-Index: 1
Last. Anne M. Poliquin (UNLV: University of Nevada, Las Vegas)H-Index: 3
view all 4 authors...
We examine the effect of online Argumentation Vee Diagrams (AVDs) on the quality of students’ argumentation during asynchronous, online discussions. With AVDs, students develop arguments on both sides of a controversial issue and then develop an integrated, overall final conclusion. In this study, students used AVDs individually before composing discussion notes, and then—at the end of the discussion—jointly created a group AVD using Wiki technology. Compared to a control group, the experimental...
Source
#1E. Michael Nussbaum (UNLV: University of Nevada, Las Vegas)H-Index: 21
#2Denise L. Winsor (UNLV: University of Nevada, Las Vegas)H-Index: 1
Last. Anne M. Poliquin (UNLV: University of Nevada, Las Vegas)H-Index: 3
view all 4 authors...
With online Argumentation Vee Diagrams (AVDs), students compose arguments on both sides of a controversial issue and then develop integrated conclusion. In this study, Students used AVDs prior to composing discussion notes, and--at the end of each discussion--jointly created a group AVD. AVDs signficantly enhanced the number of arguments/counterarguments and compromises in students' discussion notes, and promoted opinion change. However, for AVDs to be effective, students also needed instruction...
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#1Matthew T. McCrudden (UNLV: University of Nevada, Las Vegas)H-Index: 20
#2Gregory Schraw (UNLV: University of Nevada, Las Vegas)H-Index: 68
Last. Anne M. Poliquin (UNLV: University of Nevada, Las Vegas)H-Index: 3
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We examined the effect of studying a causal diagram on comprehension of causal relationships from an expository science text. A causal diagram is a type of visual display that explicitly represents cause-effect relationships. In Experiment 1, readers between conditions did not differ with respect to memory for main ideas, but the readers who studied the causal diagram while reading the text understood better the five causal sequences in the text even when study time was controlled. Participants ...
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