Article Instance

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{
    "pk": 32737,
    "title": "Changes in Student Decisions with Convince Me: Using Evidence and Making Tradeoffs",
    "subtitle": null,
    "abstract": "This study examined the cognitive processes of decision making in an urban high school classroom in which tenth graders analyzed scientific evidence about current issues of technology and society. A computer program, called Convince Me (Schank, Ranney & Hoadley, 1996), provided scaffolding for making evidence-based decisions for the experimental group. During the course of instruction, both the control and experimental classes completed open-ended assessments. Student progress, in using evidence to support claims and in weighing benefits and drawbacks, was mixed. Reasons for the changes in decision making are offered.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Long Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/9k7113v1",
    "frozenauthors": [
        {
            "first_name": "Marcelle",
            "middle_name": "A.",
            "last_name": "Siegel",
            "name_suffix": "",
            "institution": "Science and Math Education (SESAME), University of California at Berkeley",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "1999-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/32737/galley/23799/download/"
        }
    ]
}