170
Views
1
CrossRef citations to date
0
Altmetric
Pages 622-639 | Accepted 08 Oct 2020, Published online: 08 Oct 2021

References

  • Aglen, B. (2016). Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. Nurse Education Today, 36, 255–263. https://doi.org/10.1016/j.nedt.2015.08.025
  • Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70(2), 181–214. https://doi.org/10.3102/00346543070002181
  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning: An approach to medical education: Vol. 1. Springer series on medical education. Springer.
  • Carroll, W. M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86(3), 360–367. https://doi.org/10.1037/0022-0663.86.3.360
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). Taylor and Francis.
  • Damer, T. E. (2011). Attacking faulty reasoning: A practical guide to fallacy-free arguments (7th ed.). Wadsworth Cengage Learning.
  • Fischer, F., Kollar, K., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., … Eberle, J. (2014). Scientific reasoning and argumentation: Advancing an interdisciplinary research agenda in education. Frontline Learning Research, 2(3), 28–45. doi:10.14786/flr.v2i2.96.
  • Gambrill, E. D. (2011). Propaganda in the helping professions. Oxford University Press USA.
  • Gambrill, E. D. (2013). Social work practice: A critical thinker’s guide (3rd ed.). Oxford University Press.
  • Gambrill, E. D. (2019). Critical thinking and the process of evidence-based practice. Oxford University Press.
  • Gambrill, E. D., & Gibbs, L. (2017). Critical thinking for helping professionals: A skills-based workbook. Oxford University Press.
  • Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
  • Hong, S., & Yu, P. (2017). Comparison of the effectiveness of two styles of case-based learning implemented in lectures for developing nursing students’ critical thinking ability: A randomized controlled trial. International Journal of Nursing Studies, 68, 16–24. https://doi.org/10.1016/j.ijnurstu.2016.12.008
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
  • Kollar, I., Fischer, F., & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17(6), 708–721. https://doi.org/10.1016/j.learninstruc.2007.09.021
  • Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F., & Reiss, K. (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32, 22–36. https://doi.org/10.1016/j.learninstruc.2014.01.003
  • Kolodner, J. L. (1992). An introduction to case-based reasoning. Artificial Intelligence Review, 6(1), 3–34. https://doi.org/10.1007/BF00155578
  • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting learning by design™ into practice. Journal of the Learning Sciences, 12(4), 495–547. https://doi.org/10.1207/S15327809JLS1204_2
  • Kolodner, J. L., Cox, M. T., & Gonzalez-Calero, P. A. (2005). Case-based reasoning-inspired approaches to education. The Knowledge Engineering Review, 20(3), 299–303. https://doi.org/10.1017/S0269888906000634
  • Kolodner, J. L., Gray, J., & Fasse, B. B. (2003). Promoting transfer through case-based reasoning: Rituals and practices in learning by design classro. Cognitive Science Quaterly, 3(4), 183–232.
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012
  • Kopp, V., Stark, R., & Fischer, M. R. (2008). Fostering diagnostic knowledge through computer-supported, case-based worked examples: Effects of erroneous examples and feedback. Medical Education, 42(8), 823–829. https://doi.org/10.1111/j.1365-2923.2008.03122.x
  • Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The development of cognitive skills to support inquiry learning. Cognition and Instruction, 18(4), 495–523. https://doi.org/10.1207/S1532690XCI1804_3
  • Lee, Y. H. (2018). Scripting to enhance university students’ critical thinking in flipped learning: Implications of the delayed effect on science reading literacy. Interactive Learning Environments, 26(5), 569–582. https://doi.org/10.1080/10494820.2017.1372483
  • McLaren, B. M., Adams, D. M., & Mayer, R. E. (2015). Delayed learning effects with erroneous examples: A study of learning decimals with a web-based tutor. International Journal of Artificial Intelligence in Education, 25(4), 520–542. https://doi.org/10.1007/s40593-015-0064-x
  • Neuman, Y. (2003). Go ahead, prove that God does not exist! On high school students’ ability to deal with fallacious arguments. Learning and Instruction, 13(4), 367–380. https://doi.org/10.1016/S0959-4752(02)00011-7
  • Neuman, Y., & Weizman, E. (2003). The role of text representation in students’ ability to identify fallacious arguments. The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology, 56(5), 849–864. https://doi.org/10.1080/02724980244000666
  • Nugent, W. R. (2010). Probability and sampling. In B. A. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 37–50). SAGE.
  • Parrish, D. E., & Rubin, A. (2012). Social workers’ orientations toward the evidence-based practice process: A comparison with psychologists and licensed marriage and family therapists. Social Work, 57(3), 201–210. https://doi.org/10.1093/sw/sws016
  • Pope, N. D., Rollins, L., Chaumba, J., & Risler, E. (2011). Evidence-based practice knowledge and utilization among social workers. Journal of Evidence-Based Social Work, 8(4), 349–368. https://doi.org/10.1080/15433710903269149
  • Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002
  • Quinn, G. P., & Keough, M. J. (2002). Experimental design and data analysis for biologists. University Press.
  • Ramasamy, S., & Fung, H. P. (2015, October). The analysis of informal reasoning fallacy and critical thinking disposition among malaysian undergraduates. In Proceedings of the Aeu International Research Conference.
  • Renkl, A. (2014). Toward an instructionally oriented theory of example-based learning. Cognitive Science, 38(1), 1–37. https://doi.org/10.1111/cogs.12086
  • Renkl, A. (2017). Instruction based on examples. In R. E. Mayer & P. A. Alexander (Eds.), Educational psychology handbook series. Handbook of research on learning and instruction (pp. 325–348). Routledge.
  • Schank, R. C. (1999). Dynamic memory revisited. Cambridge University Press. https://doi.org/10.1017/CBO9780511527920
  • Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (2009). The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25(2), 258–266. https://doi.org/10.1016/j.chb.2008.12.011
  • Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99(2), 285–296. https://doi.org/10.1037/0022-0663.99.2.285
  • Spensberger, F., Kollar, I., & Pankofer, S. (2020, September 9). Effects of Worked Examples and External Scripts on Social Work Students’ Fallacy Revelation Skills. Retrieved from osf.io/5p86x
  • Stegmann, K., Weinberger, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(4), 421–447. https://doi.org/10.1007/s11412-007-9028-y
  • Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory: Vol. 1. Explorations in the learning sciences, instructional systems and performance technologies (1st ed.). Springer Science+Business Media.
  • Tabak, I. (2004). Synergy: A complement to emerging patterns of distributed scaffolding. Journal of the Learning Sciences, 13(3), 305–335. https://doi.org/10.1207/s15327809jls1303_3
  • Tarnoff, J. (2010). An investigation of the role of confirmation bias in the evaluation of informal reasoning fallacies. [Unpublished doctoral dissertation]. Temple University.
  • Van der Zwet, R. J. M., Kolmer, D. M. B. G., & Schalk, R. (2016). Social workers’ orientation toward the evidence-based practice process: A dutch survey. Research on Social Work Practice, 26(6), 712–722. https://doi.org/10.1177/1049731514540340
  • Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices’ learning. Contemporary Educational Psychology, 36(3), 212–218. https://doi.org/10.1016/j.cedpsych.2010.10.004
  • Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2017). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 29(3), 477–511. https://doi.org/10.1007/s10648-016-9361-7
  • Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Weinstock, M., Neuman, Y., & Tabak, I. (2004). Missing the point or missing the norms? Epistemological norms as predictors of students’ ability to identify fallacious arguments. Contemporary Educational Psychology, 29(1), 77–94. https://doi.org/10.1016/S0361-476X(03)00024-9
  • Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review, 22(4), 393–409. https://doi.org/10.1007/s10648-010-9136-5

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.