Learning through communication. How Arguing about scientific information contributes to learning / Special issue).

Jucks R, Mayweg-Paus E, (2016)

In: Zeitschrift für Pädagogische Psychologie, 2016(30(2-3)).

Research article (journal)

How Dialogic settings influence evidence use in adolescent students.

Mayweg-Paus E, Macagno F, (2016)

In: Zeitschrift für Pädagogische Psychologie, 2016(30 (2-3)).

Research article (journal)

Evident or doubtful? How Lexical Hints in Written Information Influence Laypersons Underständing of Influenza

Mayweg-Paus E, Jucks R (2014)

In: ((Bitte Journal prüfen)), 2014.

Research article (journal)

Vorläufigkeitsmarkierungen als Zugang zu fragiler und konfligierender Evidenz: Eine Untersuchung zur Argumentation über Computernutzung im Grundschulalter.

Thiebach M, Mayweg-Paus E, Jucks R (2014)

In: 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum, Deutschland.

Abstract in digital collection (conference)

Markers of Tentativeness as a hint to fragile and conflicting evidence: A Study on Argumentation about Computer Use in Childhood

Thiebach M, Mayweg-Paus E, Jucks R (2014)

In: 24rd Annual Meeting of the Society for Text & Discourse, Chicago, IL, USA.

Abstract in digital collection (conference)

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Let me critically question this! Insights from a training study on the role of questioning in argumentative discourse. Mayweg-Paus E, Thiebach M, Jucks R, (2016) In: International Journal of Educational Research, 79. Research article (journal)
Learning through communication. How Arguing about scientific information contributes to learning / Special issue). Jucks R, Mayweg-Paus E, (2016) In: Zeitschrift für Pädagogische Psychologie, 2016(30(2-3)). Research article (journal)
Better Agree or Disagree? - How Taking Perspectives Impact on Critical Thinking and Argumentation. Thiebach M, Mayweg-Paus E, Jucks R, (2016) In: ((Bitte Journal prüfen)), 2016(30(2-3)). Research article (journal)
How Dialogic settings influence evidence use in adolescent students. Mayweg-Paus E, Macagno F, (2016) In: Zeitschrift für Pädagogische Psychologie, 2016(30 (2-3)). Research article (journal)
"Probably True" Says the Expert: How Two Types of Lexical Hedges Influence Students' Evaluation of Scientificness. Thiebach M, Mayweg-Paus E, Jucks R. (2015) In: European Journal of Psychology of Education, 2015. Research article (journal)
Evident or doubtful? How Lexical Hints in Written Information Influence Laypersons Underständing of Influenza Mayweg-Paus E, Jucks R (2014) In: ((Bitte Journal prüfen)), 2014. Research article (journal)
How can innovative teaching be taught? Insigts from higher education Hellmann J, Mayweg-Paus E, Jucks R (2014) In: ((Bitte Journal prüfen)), 2014. Research article (journal)
Vorläufigkeitsmarkierungen als Zugang zu fragiler und konfligierender Evidenz: Eine Untersuchung zur Argumentation über Computernutzung im Grundschulalter. Thiebach M, Mayweg-Paus E, Jucks R (2014) In: 49. Kongress der Deutschen Gesellschaft für Psychologie, Bochum, Deutschland. Abstract in digital collection (conference)
This information looks credible! On the role of hedges for assessing the strength of an argument. Thiebach M, Mayweg-Paus E, Jucks R (2014) In: 6th Biennial Meeting of the EARLI SiG Metacognition, Istanbul, Turkey. Abstract in digital collection (conference)
Markers of Tentativeness as a hint to fragile and conflicting evidence: A Study on Argumentation about Computer Use in Childhood Thiebach M, Mayweg-Paus E, Jucks R (2014) In: 24rd Annual Meeting of the Society for Text & Discourse, Chicago, IL, USA. Abstract in digital collection (conference)