تاثیر آموزش استدلال ورزی در محیط بازخورد همتای آنلاین بر روی فرایند و پیامدهای یادگیری

Amini, M., & Fazli nejad, N. (2010). Critical thinking skill in Shiraz University of medical sciences students. Medical Journal of Hormozgan University. 14(3), 213-218. [Persian]

Andrews, R. (1995). About argument: Teaching and learning argument. Continuum International Publishing Group Ltd.

Andriessen, J. (2006). Arguing to learn. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (443–460). New York: Cambridge University Press.

Baba Mohammadi, H., & Khalili, H. (2004). Critical Thinking Skills of Nursing Students in Semnan University of Medical Sciences. [Original research article]. Iranian Journal of Medical Education, 4(2), 23-31. [Persian]

Bacha, N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9(3), 229–241.

Brown, S. (2005). Assessment for learning. Learning and teaching in higher education, (1), 81-89.

Cooper, C. R., Cherry, R., Copley, B., Fleischer, S., Pollard, R., & Sartisky, M. (1984). Studying the writing abilities of a university freshman class: Strategies from a case study. New directions in composition research, 19-52.

Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and instruction, 20(4), 304-315.

Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21, 66–78. Doi:10.1177/003368829002100105

Hyland, P. (2000). Learning from feedback on assessment. The practice of university history teaching, 233-247.

Javidi Kalateh J., Abdadi, T., & Abdoli, A. (2010). Critical thinking skills of students in the baccalaureate program in Ferdowsi University of Mashhad. Studies in Education & Psychology, 11(2), 103-120. [Persian]

Kaufman, J. H., & Schunn, C. D. (2011). Students' perceptions about peer assessment for writing: Their origin and impact on revision work. Instructional Science, 39(3), 387–406

King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41(1), 33–39.

Latifi, S. (2019). The effects of online scripted peer feedback environment on argumentative writing and argumentative feedback quality. Ph.D. Thesis, Tarbiat Modares University. [Persian]

Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students' perception of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263–275

Noroozi, O., & Mulder, M. (2017). Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction. Biochemistry and Molecular Biology Education, 45(1), 31-39.

Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations between scripted online peer feedback processes and quality of written argumentative essay. Internet and Higher Education, 31(2016) 20–31.

Nussbaum, E. M., Sinatra, M. G., & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977–1999

Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38(3), 444-456.

Ramage, J. D., Bean, J. C., & Johnson, J. (2018). Writing arguments: A rhetoric with readings. New York: Pearson Longman.

Reid, J. M. (1988). The process of composition (Vol. 1). Prentice Hall.

Rourke, L., & Kanuka, H. (2007). Barriers to online critical discourse. International Journal of Computer-Supported Collaborative Learning, 2(1), 105–126.

Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189

Topping, K. (1998). Peer assessment between students in colleges and universities. Review of educational Research, 68(3), 249-276.

Toulmin, S. E. (1958). The Uses of Argument. Cambridge University Press Cambridge.

Valavi, P., Bagherpour, S. & Shahsavari, J. (2016). Examining critical thinking in University graduate students. Research in Curriculum Planning, 13(49), 184-192. [Persian]

Wingate, U. (2012). ‘Argument!’ helping students understand what essay writing is about. Journal of English for Academic Purposes, 11, 145–154

Yarrow, F., & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71(2), 261-282.

Yeh, S. S. (1998). Empowering education: Teaching argumentative writing to cultural minority middle-school students. Research in the Teaching of English, 49-83.