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Direct linkArmstrong, Norris A.; Wallace, Carolyn S.; Chang, Shu-Mei – Research in Science Education, 2008
This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a college level introductory biology class and the types of metacognition employed by students while writing. Comparison of a treatment and control group indicates that the writing assignments used had minimal impact on overall…
Descriptors: College Science, Biology, Science Education, Learning
