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Collaborative and Individual Scientific Reasoning of Pre-Service Teachers: New Insights Through Epistemic Network Analysis (ENA)
International Conference on Computer Supported Collaborative Learning
When assessing scientific reasoning both (1) modeling connections in the discourse and ( 2 ) doing so at an appropriate grain size can be challenging for researchers. Our study suggests combining a novel theoretical (Fischer et al., 2014) and a novel methodological (Shaffer et al., 2006) framework to respond to these challenges by detecting epistemic networks of scientific reasoning processes in the context of collaborative vs individual problem solving of pre-service teachers. We investigateddblp:conf/cscl/CsanadiESKF17 fatcat:eaune2ltrfhopmdhmm6lmubzuu