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Direct linkLin, Tzu-Jung; Horng, Ruey-Yun; Anderson, Richard C. – Journal of Experimental Education, 2014
This study investigated the effects of argument scaffolding and source credibility on science text comprehension. Eighty-seven college students were randomly assigned to an argument scaffolding activity, or no scaffolding, and read 2 science texts, attributed to a high- or a low-credibility source. The argument-scaffolding group recalled less…
Descriptors: College Students, Scaffolding (Teaching Technique), Persuasive Discourse, Information Sources
