{"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/"}]}