Effectiveness of Argument-Driven Inquiry Combined with Peer Assessment in Developing Epistemic Cognition and Laboratory Report Writing Skills in General Chemistry: A Randomized Cluster Trial
We ran a cluster-randomized controlled trial with 228 undergraduate general chemistry students, separating what Argument-Driven Inquiry (ADI) and structured peer assessment each contribute alone, and what they contribute together, to epistemic cognition and laboratory report writing quality. Randomization was at the se...