Making the Case for the Humanities in Evaluation Training

ERIC Educational Resources Information Center

Smith, Deborah A.

2011-01-01

The author argues that evaluators who are comfortable with the interpretation of competing values--an ability that can be fostered by exposure to the humanities--might be able to contribute significant advances toward finding a better balance of methodologies in an ever-more-ambiguous world. This argument is made by describing a…

Instructional Design to Develop Communication Ability for Students in the Electrical Engineering Majors

NASA Astrophysics Data System (ADS)

Nakano, Mika; Takahara, Kenji; Kajiwara, Toshinori

This paper describes the instructional design to develop communication ability for students in the electrical engineering majors. It is based on the case of Fukuoka Institute of Technology which started new courses for communication skills in 2007. A series of communication education from the freshman year to the third grade is systematized, considering the developmental process of students' argumentation. In the classes, students continually learn dialogue and cooperation through various styles of discussion, debate, presentation and so on. The first introductory class of all is “Communication Theory I”, which is aimed at developing self-awareness and improving discussion skills for interpersonal relationship. In this course, students acquire skills to construct their arguments about the given issues and to evaluate others' presentation performances each other. To cultivate students' communication ability, education should not be closed in a class, but support system from departmental level is essential.

The Skill of Identifying Argumentation.

ERIC Educational Resources Information Center

van Eemeren, Frans H.; And Others

1989-01-01

Investigates 14-year-old students' ability to recognize argumentation without having systematic instruction; and whether the identification of argumentation is an independent skill. Finds that after a 20-minute explanation, a large proportion of 14-year-olds could not identify simple argumentation. Concludes that identifying argumentation is a…

The nature and development of hypothetico-predictive argumentation with implications for science teaching

NASA Astrophysics Data System (ADS)

Lawson, Anton E.

2003-11-01

This paper explicates a pattern of scientific argumentation in which scientists respond to causal questions with the generation and test of alternative hypotheses through cycles of hypothetico-predictive argumentation. Hypothetico-predictive arguments are employed to test causal claims that exist on at least two levels (designated stage 4 in which the causal claims are perceptible, and stage 5 in which the causal claims are imperceptible). Origins of the ability to construct and comprehend hypothetico-predictive arguments at the highest level can be traced to pre-verbal reasoning of the sensory-motor child and the gradual internalization of verbally mediated arguments involving nominal, categorical, causal and, finally, theoretical propositions. Presumably, the ability to construct and comprehend hypothetico-predictive arguments (an aspect of procedural knowledge) is necessary for the construction of conceptual knowledge (an aspect of declarative knowledge) because such arguments are used during concept construction and conceptual change. Science instruction that focuses on the generation and debate of hypothetico-predictive arguments should improve students' conceptual understanding and their argumentative/reasoning skills.

Argumentation Key to Communicating Climate Change to the Public

NASA Astrophysics Data System (ADS)

Bleicher, R. E.; Lambert, J. L.

2012-12-01

Argumentation plays an important role in how we communicate climate change science to the public and is a key component integrated throughout the Next Generation Science Standards. A scientific argument can be described as a disagreement between explanations with data being used to justify each position. Argumentation is social process where two or more individuals construct and critique arguments (Kuhn & Udell, 2003; Nussbaum, 1997). Sampson, Grooms, and Walker's (2011) developed a framework for understanding the components of a scientific argument. The three components start with a claim (a conjecture, conclusion, explanation, or an answer to a research question). This claim must fit the evidence (observations that show trends over time, relationships between variables or difference between groups). The evidence must be justified with reasoning (explains how the evidence supports the explanation and whey it should count as support). In a scientific argument, or debate, the controversy focuses on how data were collected, what data can or should be included, and what inferences can be made based on a set of evidence. Toulmin's model (1969) also includes rebutting or presenting an alternative explanation supported by counter evidence and reasoning of why the alternative is not the appropriate explanation for the question of the problem. The process of scientific argumentation should involve the construction and critique of scientific arguments, one that involves the consideration of alternative hypotheses (Lawson, 2003). Scientific literacy depends as much on the ability to refute and recognize poor scientific arguments as much as it does on the ability to present an effective argument based on good scientific data (Osborne, 2010). Argument is, therefore, a core feature of science. When students learn to construct a sound scientific argument, they demonstrate critical thinking and a mastery of the science being taught. To present a convincing argument in support of climate change, students must have a sound foundation in the science underlying it. One place to lay this foundation is in the high school science classroom. For students to gain a good conceptual understanding of climate change science, teachers need a sound understanding of climate change and effective resources to teach it to students. Teacher professional development opportunities are required to provide this background as well as establish collaborative curriculum planning opportunities on the school site (Shulman, 2007). Various strategies for and challenges of implementing argumentation with preservice and practicing teachers will be discussed in this session, as well as ways that argumentation skills can help the broader public evaluate claims of climate skeptics. In the field of argumentation theory, Goodwin (2010) has designed a strategy for developing the ability to make effective scientific arguments. The goal is to establish trust even when there is strong disagreement. At the core, a student fully acknowledges the uncertainty involved in the complex science underlying climate change. This has the effect of establishing some degree of trust. In other words, teachers or students trying to explain climate change to others might be perceived as more trustworthy if they openly declare that there are degrees of uncertainty in different aspects of climate change science (American Meteorological Society, 2011).

Individual versus Group Argumentation: Student's Performance in a Malaysian Context

ERIC Educational Resources Information Center

Heng, Lee Ling; Surif, Johari; Seng, Cher Hau

2014-01-01

Scientific argumentation has been greatly emphasized in the National Science Standard due to its ability to enhance students' understanding of scientific concepts. This study investigated the mastery level of scientific argumentation, based on Toulmin's Argumentation Model (TAP), when students engage in individual and group argumentations. A total…

Belief in the Claim of an Argument Increases Perceived Argument Soundness

ERIC Educational Resources Information Center

Wolfe, Michael B.; Kurby, Christopher A.

2017-01-01

We examined subjects' ability to judge the soundness of informal arguments. The argument claims matched or did not match subject beliefs. In all experiments subjects indicated beliefs about spanking and television violence in a prescreening. Subjects read one-sentence arguments consisting of a claim followed by a reason and then judged the…

Argument Construction in Understanding Noncovalent Interactions: A Comparison of Two Argumentation Frameworks

ERIC Educational Resources Information Center

Cooper, A. Kat; Oliver-Hoyo, M. T.

2016-01-01

Argument construction is a valuable ability for explaining scientific phenomena and introducing argumentation skills as part of a curriculum can greatly enhance student understanding by promoting self-reflection on the topic under investigation. This article aims to use argument construction as a technique to support an activity designed to…

Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

NASA Astrophysics Data System (ADS)

Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

2018-01-01

Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

Promoting Students' Attention to Argumentative Reasoning Patterns

ERIC Educational Resources Information Center

Cavagnetto, Andy R.; Kurtz, Kenneth J.

2016-01-01

Argument-based interventions in science education have largely been motivated by the perspective that students lack knowledge of argument. Recent studies, however, suggest that contextual factors influence students' argument quality. The authors hypothesize that a key limiting factor lies in students' abilities to recognize when to employ…

HyperMinds for HyperTimes: The Demise of Rational, Logical Thought?

ERIC Educational Resources Information Center

Campbell, Robert J.

1998-01-01

Contrasts rational thought with "hyperthinking" where individuals have no concept of how to gather, evaluate, and use information to create coherent arguments. Examines hypermind characteristics: lack of self-knowledge, prey to sensory stimulation, poor communication and thinking skills, lack of metacognitive abilities, and inability to…

Social Argumentation in Online Synchronous Communication

ERIC Educational Resources Information Center

Alagoz, Esra

2013-01-01

The ability to argue well is a valuable skill for students in both formal and informal learning environments. While many studies have explored the argumentative practices in formal environments and some researchers have developed tools to enhance the argumentative skills, the social argumentation that is occurring in informal spaces has yet to be…

Argumentation Quality of Socio-scientific Issue between High School Students and Postgraduate Students about Cancer

NASA Astrophysics Data System (ADS)

Anisa, A.; Widodo, A.; Riandi, R.

2017-09-01

Argumentation is one factor that can help improve critical thinking skills. Arguing means to defend statements with the various data, denials, evidence, and reinforcement that support the statement. The research aimed to capture the quality of argument skills by students in grade 12 high school students and in postgraduate student on social-scientific issues of cancer. Both group subjects are not in the same school or institution, chosen purposively with the subject of 39 high school students of grade 12 in one district of West Java and 13 students of Biology education postgraduate in one of University in West Java - Indonesia. The results of the quality structure of arguments in both subject groups show the same pattern, which is claim - warrant - and ground, with the quality of counterclaim aspects on the postgraduate students look better than grade 12 students. This provides an illustration that the ability in argumentation between students and teachers in the socio-scientific issue of cancer should be evaluate so that the learning process would be more refined in schools.

Improving students’ creative mathematical reasoning ability students through adversity quotient and argument driven inquiry learning

NASA Astrophysics Data System (ADS)

Hidayat, W.; Wahyudin; Prabawanto, S.

2018-01-01

This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

ERIC Educational Resources Information Center

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-01-01

One of the goals of science education is to provide students with the ability to construct arguments--reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research…

The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change

ERIC Educational Resources Information Center

Chen, Chien-Hsien; She, Hsiao-Ching

2012-01-01

This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to receive conventional instruction whereas the experimental group (N = 74) received the Recurrent…

Constructing Arguments: Investigating Pre-Service Science Teachers' Argumentation Skills in a Socio-Scientific Context

ERIC Educational Resources Information Center

Robertshaw, Brooke; Campbell, Todd

2013-01-01

As western society becomes increasingly reliant on scientific information to make decisions, citizens must be equipped to understand how scientific arguments are constructed. In order to do this, pre-service teachers must be prepared to foster students' abilities and understandings of scientific argumentation in the classroom. This study…

Investigating Instruction for Improving Revision of Argumentative Essays

ERIC Educational Resources Information Center

Butler, Jodie A.; Britt, M. Anne

2011-01-01

Students are expected to come into the current college classroom already possessing certain skills including the ability to write at the appropriate academic level regardless of discipline and the ability to create well-structured arguments. Research indicates, however, that most students entering college are underprepared in both areas. One…

Perspective on Giftedness.

ERIC Educational Resources Information Center

Taylor, Frederick E.

1989-01-01

Four authors present arguments and counter-arguments on issues in gifted education, including student boredom, the atrophying of abilities not used, advanced classes which focus on ability but are out of step with student interests, problems of social adjustment in grade-skipping, etc. All authors stress the importance of the whole child. (JDD)

Teaching Critical Thinking? New Directions in Science Education

ERIC Educational Resources Information Center

Osborne, Jonathan

2014-01-01

Critique and questioning are central to the practice of science; without argument and evaluation, the construction of reliable knowledge would be impossible. The challenge is to incorporate an understanding of the role of critique and, more importantly, the ability to engage in critique, within the teaching of science. The emphasis in both the US…

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles.

PubMed

Van Lacum, Edwin B; Ossevoort, Miriam A; Goedhart, Martin J

2014-01-01

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Evaluating science arguments: evidence, uncertainty, and argument strength.

PubMed

Corner, Adam; Hahn, Ulrike

2009-09-01

Public debates about socioscientific issues are increasingly prevalent, but the public response to messages about, for example, climate change, does not always seem to match the seriousness of the problem identified by scientists. Is there anything unique about appeals based on scientific evidence-do people evaluate science and nonscience arguments differently? In an attempt to apply a systematic framework to people's evaluation of science arguments, the authors draw on the Bayesian approach to informal argumentation. The Bayesian approach permits questions about how people evaluate science arguments to be posed and comparisons to be made between the evaluation of science and nonscience arguments. In an experiment involving three separate argument evaluation tasks, the authors investigated whether people's evaluations of science and nonscience arguments differed in any meaningful way. Although some differences were observed in the relative strength of science and nonscience arguments, the evaluation of science arguments was determined by the same factors as nonscience arguments. Our results suggest that science communicators wishing to construct a successful appeal can make use of the Bayesian framework to distinguish strong and weak arguments. 2009 APA, all rights reserved

The effects of a socioscientific issues instructional model in secondary agricultural education on students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science

NASA Astrophysics Data System (ADS)

Shoulders, Catherine Woglom

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after the treatment. These findings indicate that socioscientific issues-based instruction can provide benefits for students in agricultural education. Teacher educators should work with teachers to maximize the learning that can occur through the various aspects of socioscientific issues-based instruction. Curriculum focusing on socioscientific issues-based instruction should be developed for specific courses in agricultural education. Finally, further investigation should be conducted to better understand how the aspects of socioscientific issues-based instruction can be altered to further enhance student learning.

On the Influence of Grouping Practices on Classroom Teaching

ERIC Educational Resources Information Center

Aydin, Emin; Tugal, Ilker

2005-01-01

The article starts with a historical overview, discusses the arguments for and against ability grouping. It surveys the literature on different practices of grouping that exist in the American and British literature. The study mainly focuses on instructional grouping practices based on ability and on cooperation. It discusses arguments for and…

Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation during a Laboratory Course

ERIC Educational Resources Information Center

Walker, Joi Phelps; Sampson, Victor

2013-01-01

This study examines whether students enrolled in a general chemistry I laboratory course developed the ability to participate in scientific argumentation over the course of a semester. The laboratory activities that the students participated in during the course were designed using the Argument-Driven Inquiry (ADI) an instructional model. This…

Natural-Born Arguers: Teaching How to Make the Best of Our Reasoning Abilities

ERIC Educational Resources Information Center

Mercier, Hugo; Boudry, Maarten; Paglieri, Fabio; Trouche, Emmanuel

2017-01-01

We summarize the argumentative theory of reasoning, which claims that the main function of reasoning is to argue. In this theory, argumentation is seen as being essentially cooperative (people have to listen to others' arguments and be ready to change their mind) but with an adversarial dimension (their goal as argument producers is to convince).…

Exploring teachers' meta-strategic knowledge of science argumentation teaching with the repertory grid technique

NASA Astrophysics Data System (ADS)

Lin, Yu-Ren; Hung, Cheng-Yu; Hung, Jeng-Fung

2017-01-01

This study investigated two science teachers' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers' ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students' ability to incorporate their understanding of scientific knowledge into scientific argumentation.

The Illusion of Argument Justification

PubMed Central

Fisher, Matthew; Keil, Frank

2013-01-01

Argumentation is an important way to reach new understanding. Strongly caring about an issue, which is often evident when dealing with controversial issues, has been shown to lead to biases in argumentation. We suggest that people are not well calibrated in assessing their ability to justify a position through argumentation, an effect we call the illusion of argument justification. Furthermore we find that caring about the issue further clouds this introspection. We first show this illusion by measuring the difference between ratings before and after producing an argument for one’s own position. The strength of the illusion is predicted by the strength of care for a given issue (Study 1). The tacit influences of framing and priming do not override the effects of emotional investment in a topic (Study 2). However, explicitly considering counterarguments removes the effect of care when initially assessing the ability to justify a position (Study 3). Finally, we consider our findings in light of other recent research and discuss the potential benefits of group reasoning. PMID:23506085

Evaluating arguments during instigations of defence motivation and accuracy motivation.

PubMed

Liu, Cheng-Hong

2017-05-01

When people evaluate the strength of an argument, their motivations are likely to influence the evaluation. However, few studies have specifically investigated the influences of motivational factors on argument evaluation. This study examined the effects of defence and accuracy motivations on argument evaluation. According to the compatibility between the advocated positions of arguments and participants' prior beliefs and the objective strength of arguments, participants evaluated four types of arguments: compatible-strong, compatible-weak, incompatible-strong, and incompatible-weak arguments. Experiment 1 revealed that participants possessing a high defence motivation rated compatible-weak arguments as stronger and incompatible-strong ones as weaker than participants possessing a low defence motivation. However, the strength ratings between the high and low defence groups regarding both compatible-strong and incompatible-weak arguments were similar. Experiment 2 revealed that when participants possessed a high accuracy motivation, they rated compatible-weak arguments as weaker and incompatible-strong ones as stronger than when they possessed a low accuracy motivation. However, participants' ratings on both compatible-strong and incompatible-weak arguments were similar when comparing high and low accuracy conditions. The results suggest that defence and accuracy motivations are two major motives influencing argument evaluation. However, they primarily influence the evaluation results for compatible-weak and incompatible-strong arguments, but not for compatible-strong and incompatible-weak arguments. © 2016 The British Psychological Society.

Topical Structure in Argumentative Essays of EFL Learners and Implications for Writing Classes

ERIC Educational Resources Information Center

Kiliç, Mehmet; Genç, Bilal; Bada, Erdogan

2016-01-01

The literature on the topical organization of essays suggests that there are four possible types of progression from the topic of one clause to the topics of the following clauses. These are parallel, sequential, extended parallel, and extended sequential progressions. Essay writers' ability to create cohesion and coherence can be evaluated on the…

Developing Argumentation Ability as a Way to Promote Technological Literacy

ERIC Educational Resources Information Center

Choresh, Cilla; Mevarech, Zemira R.; Frank, Moti

2009-01-01

The main purpose of this study is to investigate the effects of three instructional methods on students' technological literacy (TL) and argumentation ability. Participants were 285 seventh grade Israeli boys and girls (12-13-year-old) who studied in 18 technology classes in four junior high schools. The three teaching methods were: (a) teaching…

Improving students’ mathematical critical thinking through rigorous teaching and learning model with informal argument

NASA Astrophysics Data System (ADS)

Hamid, H.

2018-01-01

The purpose of this study is to analyze an improvement of students’ mathematical critical thinking (CT) ability in Real Analysis course by using Rigorous Teaching and Learning (RTL) model with informal argument. In addition, this research also attempted to understand students’ CT on their initial mathematical ability (IMA). This study was conducted at a private university in academic year 2015/2016. The study employed the quasi-experimental method with pretest-posttest control group design. The participants of the study were 83 students in which 43 students were in the experimental group and 40 students were in the control group. The finding of the study showed that students in experimental group outperformed students in control group on mathematical CT ability based on their IMA (high, medium, low) in learning Real Analysis. In addition, based on medium IMA the improvement of mathematical CT ability of students who were exposed to RTL model with informal argument was greater than that of students who were exposed to CI (conventional instruction). There was also no effect of interaction between RTL model and CI model with both (high, medium, and low) IMA increased mathematical CT ability. Finally, based on (high, medium, and low) IMA there was a significant improvement in the achievement of all indicators of mathematical CT ability of students who were exposed to RTL model with informal argument than that of students who were exposed to CI.

Getting the Argument Started: A Variation on the Density Investigation

ERIC Educational Resources Information Center

Walker, Joi P.; Wolf, Steven F.

2017-01-01

The ability to "engage in argument from evidence" is one of the eight practices identified in the "Next Generation Science Standards" as well as an emerging focus of undergraduate chemistry curricula. Guiding students to make evidence-based claims that engender argumentation will require faculty to revise conventional…

The impact of design-based modeling instruction on seventh graders' spatial abilities and model-based argumentation

NASA Astrophysics Data System (ADS)

McConnell, William J.

Due to the call of current science education reform for the integration of engineering practices within science classrooms, design-based instruction is receiving much attention in science education literature. Although some aspect of modeling is often included in well-known design-based instructional methods, it is not always a primary focus. The purpose of this study was to better understand how design-based instruction with an emphasis on scientific modeling might impact students' spatial abilities and their model-based argumentation abilities. In the following mixed-method multiple case study, seven seventh grade students attending a secular private school in the Mid-Atlantic region of the United States underwent an instructional intervention involving design-based instruction, modeling and argumentation. Through the course of a lesson involving students in exploring the interrelatedness of the environment and an animal's form and function, students created and used multiple forms of expressed models to assist them in model-based scientific argument. Pre/post data were collected through the use of The Purdue Spatial Visualization Test: Rotation, the Mental Rotation Test and interviews. Other data included a spatial activities survey, student artifacts in the form of models, notes, exit tickets, and video recordings of students throughout the intervention. Spatial abilities tests were analyzed using descriptive statistics while students' arguments were analyzed using the Instrument for the Analysis of Scientific Curricular Arguments and a behavior protocol. Models were analyzed using content analysis and interviews and all other data were coded and analyzed for emergent themes. Findings in the area of spatial abilities included increases in spatial reasoning for six out of seven participants, and an immense difference in the spatial challenges encountered by students when using CAD software instead of paper drawings to create models. Students perceived 3D printed models to better assist them in scientific argumentation over paper drawing models. In fact, when given a choice, students rarely used paper drawing to assist in argument. There was also a difference in model utility between the two different model types. Participants explicitly used 3D printed models to complete gestural modeling, while participants rarely looked at 2D models when involved in gestural modeling. This study's findings added to current theory dealing with the varied spatial challenges involved in different modes of expressed models. This study found that depth, symmetry and the manipulation of perspectives are typically spatial challenges students will attend to using CAD while they will typically ignore them when drawing using paper and pencil. This study also revealed a major difference in model-based argument in a design-based instruction context as opposed to model-based argument in a typical science classroom context. In the context of design-based instruction, data revealed that design process is an important part of model-based argument. Due to the importance of design process in model-based argumentation in this context, trusted methods of argument analysis, like the coding system of the IASCA, was found lacking in many respects. Limitations and recommendations for further research were also presented.

Heating up the science classroom through global warming: An investigation of argument in earth system science education

NASA Astrophysics Data System (ADS)

Schweizer, Diane Mary

This research investigated how the use of argument within an earth system science perspective offers potential opportunities for students to develop skills of scientific reasoning. Earth system science views Earth as a synergistic system governed by complex interdependencies between physical and biological spheres. Earth system science presents familiar and compelling societal problems about Earth's environment thereby providing a highly motivational vehicle for engaging students in science. Using global warming as an application of earth system science, my research investigated how middle school and undergraduate students use scientific evidence when constructing and assessing arguments. This dissertation includes three related research studies. The first study took in place in three seventh grade science classrooms and investigated student engagement in a global warming debate. This study illustrated students used evidence to support their central argument; to negate the central argument of the opposing side; to present challenges to the opposing side; and to raise new questions. The second research study is a comparative study and investigated how other students under different instructional settings constructed their arguments on the cause of global warming from the same evidence. This study took place in two seventh grade science classrooms. This study demonstrated that when constructing personal arguments on global warming, students developed an earth system perspective as they considered and integrated different pieces of evidence. Students participating in debate where given a particular view to defend and focused on evidence matching this view, thereby displaying singular views of the cause of global warming. The third research study investigated students abilities to scientifically assess arguments. By analyzing students' written evaluations of arguments on the global climate presented during oral debates, this study demonstrated that undergraduates focus on the overall argument presentation with little attention given to the validity of specific argument components. The primary outcome of these studies is the recommendation that students be provided with opportunities to engage in a variety of argumentation practices, including, but not limited to, debate, constructing arguments reflective of personal views and assessing arguments. Closely coupled with this is the recommendation is that explicit instruction in scientific argumentation accompany classroom activities.

Scaffolding Argumentation about Water Quality: A Mixed-Method Study in a Rural Middle School

ERIC Educational Resources Information Center

Belland, Brian R.; Gu, Jiangyue; Armbrust, Sara; Cook, Brant

2015-01-01

A common way for students to develop scientific argumentation abilities is through argumentation about socioscientific issues, defined as scientific problems with social, ethical, and moral aspects. Computer-based scaffolding can support students in this process. In this mixed method study, we examined the use and impact of computer based…

NNS Students' Arguments in English: Observations in Formal and Informal Contexts

ERIC Educational Resources Information Center

Chandrasegaran, Antonia

2008-01-01

The ability to construct supported arguments in English is important for academic success in educational contexts where English is the language of instruction and student assessment is mediated through the academic essay. Starting from the hypothesis that students schooled in an English-medium education system do engage in friendly argument in…

Relationships between Undergraduates' Argumentation Skills, Conceptual Quality of Problem Solutions, and Problem Solving Strategies in Introductory Physics

ERIC Educational Resources Information Center

Rebello, Carina M.

2012-01-01

This study explored the effects of alternative forms of argumentation on undergraduates' physics solutions in introductory calculus-based physics. A two-phase concurrent mixed methods design was employed to investigate relationships between undergraduates' written argumentation abilities, conceptual quality of problem solutions, as well…

Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

NASA Astrophysics Data System (ADS)

Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

2017-02-01

The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

The scientific argumentation profile of physics teacher candidate in Surabaya

NASA Astrophysics Data System (ADS)

Ain, T. N.; Wibowo, H. A. C.; Rohman, A.; Deta, U. A.

2018-03-01

The ability of scientific argumentation is an essential factor that must be mastered by physics teacher candidate as a requirement in explaining good and accurate scientific concepts. In the process of arguing, students develop explanations or persuade colleagues to support their hypotheses, express doubts, ask questions, relate alternative answers, and confirm what is unknown to develop the ability to provide rational and scientific explanations. The design of this research is descriptive qualitative with the subject of research is 20 undergraduate students of Physics Education Department in Surabaya. The research instrument consists of four casuistic questions related to the concept of kinematics. The argumentation pattern of physics teacher candidate is coded using Toulmin's argumentation pattern. The results show that the student’s ability in providing scientific argument is at the level of providing claims with the support of a weak warrant. The students are not able to provide excellent rebuttals. In each case given, the student can give a good claim statement in answering the questions. However, the concept used to support the claim is not correct. This case causes the warrant used to support the claim is weak. Students also do not analyse other facts that affect the system. Students have not reached a higher level because the understanding of physics is not deep enough.

A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text

ERIC Educational Resources Information Center

Haria, Priti D.; Midgette, Ekaterina

2014-01-01

This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, "critical analysis of argumentative text," which was designed to help students to identify, summarize, and critically analyze parts of an argumentative text. The investigators hypothesized that reading instruction would improve the…

Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students' Essays

ERIC Educational Resources Information Center

Midgette, Ekaterina; Haria, Priti

2016-01-01

The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups…

Argumentative Writing in Pre-Adolescents: The Role of Verbal Reasoning

ERIC Educational Resources Information Center

Nippold, Marilyn A.; Ward-Lonergan, Jeannene M.

2010-01-01

Argumentative writing is a challenging communication task that calls upon sophisticated cognitive and linguistic abilities. Pre-adolescents (n = 80; mean age = 11;10; range = 10;6-13:5) were asked to write an argumentative essay on the controversial topic of training animals to perform in circuses. Additionally, they were asked to solve a set of…

An Attention-Grabbing Approach to Introducing Students to Argumentation in Science

ERIC Educational Resources Information Center

Wojdak, Jeremy M.

2010-01-01

Argumentation and basic logic are foundations of scientific inquiry, and thus should be foundations of science education. Students often are uninterested in formal logic, and do not understand the connection to science or society. I describe a way to engage students in the study of argumentation and to help develop student's ability to critically…

Patterns in Students' Argumentation Confronted with a Risk-focused Socio-scientific Issue

NASA Astrophysics Data System (ADS)

Kolstø, Stein Dankert

2006-11-01

This paper reports a qualitative study on students’ informal reasoning on a controversial socio-scientific issue. Twenty-two students from four science classes in Norway were interviewed about the local construction of new power lines and the possible increased risk of childhood leukaemia. The focus in the study is on what arguments the students employ when asked about their decision-making and the interplay between knowledge and personal values. Five different types of main arguments are identified: the relative risk argument, the precautionary argument, the uncertainty argument, the small risk argument, and the pros and cons argument. These arguments are presented through case studies, and crucial information and values are identified for each argument. The students made use of a range of both scientific and non-scientific knowledge. The findings are discussed in relation to possible consequences for teaching models aimed at increasing students’ ability to make thoughtful decisions on socio-scientific issues.

The Effects of a Socioscientific Issues Instructional Model in Secondary Agricultural Education on Students' Content Knowledge, Scientific Reasoning Ability, Argumentation Skills, and Views of the Nature of Science

ERIC Educational Resources Information Center

Shoulders, Catherine Woglom

2012-01-01

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess…

Toward a More Dialogic Pedagogy: Changing Teachers' Beliefs and Practices through Professional Development in Language Arts Classrooms

ERIC Educational Resources Information Center

Wilkinson, Ian A. G.; Reznitskaya, Alina; Bourdage, Kristin; Oyler, Joseph; Glina, Monica; Drewry, Robert; Kim, Min-Young; Nelson, Kathryn

2017-01-01

In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students' argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking,…

Students' abilities to critique scientific evidence when reading and writing scientific arguments

NASA Astrophysics Data System (ADS)

Knight, Amanda M.

Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments.

Interaction Between Dietary Factors and Inflammation in Prostate Carcinogenesis

DTIC Science & Technology

2007-12-01

Adding weight to the argument for a link between inflammation and prostate cancer are data indicating that users of anti - inflammatory agents have a...preventative agents can prevent cancer in this model. BODY The aims of this proposal were to: Aim (1) Evaluation of candidate dietary prostate...cancer chemopreventive agents (broccoli tea, soy protein, vitamin E, lycopene) for their ability to alter DNA mutagenesis and chronic prostate

Introducing Pre-university Students to Primary Scientific Literature Through Argumentation Analysis

NASA Astrophysics Data System (ADS)

Koeneman, Marcel; Goedhart, Martin; Ossevoort, Miriam

2013-10-01

Primary scientific literature is one of the most important means of communication in science, written for peers in the scientific community. Primary literature provides an authentic context for showing students how scientists support their claims. Several teaching strategies have been proposed using (adapted) scientific publications, some for secondary education, but none of these strategies focused specifically on scientific argumentation. The purpose of this study is to evaluate a strategy for teaching pre-university students to read unadapted primary scientific literature, translated into students' native language, based on a new argumentation analysis framework. This framework encompasses seven types of argumentative elements: motive, objective, main conclusion, implication, support, counterargument and refutation. During the intervention, students studied two research articles. We monitored students' reading comprehension and their opinion on the articles and activities. After the intervention, we measured students' ability to identify the argumentative elements in a third unadapted and translated research article. The presented framework enabled students to analyse the article by identifying the motive, objective, main conclusion and implication and part of the supports. Students stated that they found these activities useful. Most students understood the text on paragraph level and were able to read the article with some help for its vocabulary. We suggest that primary scientific literature has the potential to show students important aspects of the scientific process and to learn scientific vocabulary in an authentic context.

Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

NASA Astrophysics Data System (ADS)

Katchevich, Dvora; Hofstein, Avi; Mamlok-Naaman, Rachel

2013-02-01

One of the goals of science education is to provide students with the ability to construct arguments—reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions.

Strategic Use of Multiple Texts for the Evaluation of Arguments

ERIC Educational Resources Information Center

Kobayashi, Keiichi

2010-01-01

Two experiments were conducted to examine whether students use arguments with refutation in one text for evaluating the opposite arguments without refutation in another text. Undergraduate students read two conflicting texts in either of the two orders: pro arguments text first and con arguments text first. After reading each text, they evaluated…

The Selective Laziness of Reasoning.

PubMed

Trouche, Emmanuel; Johansson, Petter; Hall, Lars; Mercier, Hugo

2016-11-01

Reasoning research suggests that people use more stringent criteria when they evaluate others' arguments than when they produce arguments themselves. To demonstrate this "selective laziness," we used a choice blindness manipulation. In two experiments, participants had to produce a series of arguments in response to reasoning problems, and they were then asked to evaluate other people's arguments about the same problems. Unknown to the participants, in one of the trials, they were presented with their own argument as if it was someone else's. Among those participants who accepted the manipulation and thus thought they were evaluating someone else's argument, more than half (56% and 58%) rejected the arguments that were in fact their own. Moreover, participants were more likely to reject their own arguments for invalid than for valid answers. This demonstrates that people are more critical of other people's arguments than of their own, without being overly critical: They are better able to tell valid from invalid arguments when the arguments are someone else's rather than their own. Copyright © 2015 Cognitive Science Society, Inc.

Factors impacting teachers' argumentation instruction in their science classrooms

NASA Astrophysics Data System (ADS)

McNeill, Katherine L.; Katsh-Singer, Rebecca; González-Howard, María; Loper, Suzanna

2016-08-01

Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction. Teachers responded that their own learning goals had the greatest impact on their argumentation instruction while influences related to context, policy and assessment had the least impact. The minor influence of policy and assessment was in part because teachers saw a lack of alignment between these areas and the goals of argumentation. In addition, although teachers indicated that argumentation was an important learning goal, regardless of students' backgrounds and abilities, the teachers discussed argumentation in different ways. Consequently, it may be more important to help teachers understand what counts as argumentation, rather than provide a rationale for including argumentation in instruction. Finally, the act of trying out argumentation in their own classrooms, supported through resources such as curriculum, can increase teachers' confidence in teaching argumentation.

Assessment as Evidential Reasoning

ERIC Educational Resources Information Center

Gorin, Joanna S.

2014-01-01

Background/Context: Principles of evidential reasoning have often been discussed in the context of educational and psychological measurement with respect to construct validity and validity arguments. More recently, Mislevy proposed the metaphor of assessment as an evidentiary argument about students' learning and abilities given their…

Two kinds of reasoning.

PubMed

Rips, L J

2001-03-01

According to one view of reasoning, people can evaluate arguments in at least two qualitatively different ways: in terms of their deductive correctness and in terms of their inductive strength. According to a second view, assessments of both correctness and strength are a function of an argument's position on a single psychological continuum (e.g., subjective conditional probability). A deductively correct argument is one with the maximum value on this continuum; a strong argument is one with a high value. The present experiment tested these theories by asking participants to evaluate the same set of arguments for correctness and strength. The results produced an interaction between type of argument and instructions: In some conditions, participants judged one argument deductively correct more often than a second, but judged the second argument inductively strong more often than the first. This finding supports the view that people have distinct ways to evaluate arguments.

Inquiry-Based Civil Discourse Education

ERIC Educational Resources Information Center

Linvill, Darren L.; Pyle, Andrew S.

2017-01-01

Course: Civil discourse, argumentation, debate, persuasion, political communication. Objectives: This unit activity will help students build an understanding of civil discourse and its function in society. Students will: (1) increase their capacity to examine arguments critically, (2) enhance their own ability to self-reflect critically, and (3)…

Analysis of Student’s Skills on the Concept Dynamic Electricity

NASA Astrophysics Data System (ADS)

Safrina, I.; Maknun, J.; Hasanah, L.

2017-09-01

Physics becomes one of the science lessons in schools that guide student to apply materials in everyday life and commnicating the results natural phenomena. This study intended to figure out understanding skill and argumentation skill on the concept dynamic electricity. This study was descriptive research of senior high school students in South Tangerang. Technique of collecting data was done by test method and interview. The understanding skill refers to indicators of conceptual understanding in the cognitive process of Bloom’s Taxonomy Revision, which contains the indicators were explaining, interpreting, summarizing, comparing, classifying, and inferring. While the argumentation skill refers to Toulmin’s Argumentation Pattern (TAP) which contains the components of claim, evidence, warrant, and backing. The result showed that ability of explaining was higher and ability of comparing was lower. The component of claim was higher and backing was lower. Based on the result, it can be conclude that understanding skill and argumentation skill still less. They have been teached to student with inovation learning method.

Debate as an alternative method for medical literature evaluation.

PubMed

Toor, Rebecca; Samai, Kathryn; Wargo, Ryan

2017-05-01

To determine the student impression of utilizing a debate style journal club as an alternative approach for preceptors to teach medical literature evaluation skills to pharmacy students undergoing Advance Pharmacy Practice Experiences (APPE) in both acute care and ambulatory care. Students were asked to debate on a controversial topic or two drugs with similar indications. Each side had to research supporting evidence based medicine and use literature appraisal skills to incorporate the information logically into an oral debate style format. Approximately fifteen minutes were allotted for each debate, allowing five minutes for each opening argument, three minutes for each rebuttal, and two minutes for each closing argument. Students were then asked to complete a post-debate survey using a Likert Scale to evaluate their perception of the debate style journal club. Following implementation of the debate style journal club, students reported being more confident with their ability to find, compare, and retain information from primary literature with a mean of 4.1, 4.2, and 4.4 respectively on a Likert Scale. Students also reported overall enjoyment and satisfaction with a mean of 4.0. Debate style journal clubs have the capability to teach pharmacy students vital literature appraisal skills, and are a well-liked alternative to the traditional style journal club. Incorporating this method improved student interest as well as increased their ability to find, compare, and retain the information gathered from primary literature. Copyright © 2017 Elsevier Inc. All rights reserved.

Experts opinion on the use of normative data for functional capacity evaluation in occupational and rehabilitation medicine and disability claims.

PubMed

Soer, Remko; Reneman, Michiel F; Frings-Dresen, Monique H W; Kuijer, P Paul; Kuijer, P Paul F M

2014-12-01

Application of normative values for functional capacity evaluation (FCE) is controversial for the assessment of clients for work ability. The objective of this study was to study when clinicians and researchers consider normative values of FCE useful or of no use for their purposes. A focus group meeting was organized among 43 FCE experts working in insurance, occupational and/or rehabilitation medicine from eight countries during the first international FCE research meeting on October 25th, 2012 in the Netherlands. Participants were asked to rate to which degree they agree or disagree with a statement concerning their position toward normative values for FCE on a 10 cm VAS ranging from 0 (completely disagree) to 100 (completely agree) at T0 and T1. Arguments for aspects that are useful and of no use for normative values were systematically collected during the meeting and afterwards independently clustered by two researchers in higher order topics. Baseline opinion of participants on their position toward normative values was 49 ± 29 points. After the meeting, mean VAS was 55 ± 23 (p = 0.07), indicating that participants did not significantly change their opinion toward normative values. Based on arguments provided by the experts, seven higher order topics were constructed namely 'Comparison with job demands or treatment goals'; 'Comparison with co-workers physical ability'; 'Sincerity of effort'; 'Validity for work ability and return to work'; 'Experience of referrer with assessment method'; 'Clinimetrics compared to alternative assessment methods or reference values'; and 'Ease of use for clinician and stakeholders'. Although experts state useful aspects for the use of normative values of FCE for these assessments, it may also lead to over-interpretation of results, leading to dualistic statements concerning work ability, with potential harmful consequences for work ability of patients.

The ethics of animal research: a survey of pediatric health care workers.

PubMed

Joffe, Ari R; Bara, Meredith; Anton, Natalie; Nobis, Nathan

2014-12-30

Pediatric health care workers (HCW) often perform, promote, and advocate use of public funds for animal research (AR). We aim to determine whether HCW consider common arguments (and counterarguments) in support (or not) of AR convincing. After development and validation, an e-mail survey was sent to all pediatricians and pediatric intensive care unit nurses and respiratory therapists (RTs) affiliated with a Canadian University. We presented questions about demographics, support for AR, and common arguments (with their counterarguments) to justify the moral permissibility (or not) of AR. Responses are reported using standard tabulations. Responses of pediatricians and nurses/RTs were compared using Chi-square, with P < .05 considered significant. Response rate was 53/115(46%) (pediatricians), and 73/120(61%) (nurses/RTs). Pediatricians and nurses/RTs are supportive of AR. Most considered 'benefits arguments' sufficient to justify AR; however, most acknowledged that counterarguments suggesting alternative research methods may be available, or that it is unclear why the same 'benefits arguments' do not apply to using humans in research, significantly weakened 'benefits arguments'. Almost all were not convinced of the moral permissibility of AR by 'characteristics of non-human-animals arguments', including that non-human-animals may not be sentient, or are simply property. Most were not convinced of the moral permissibility of AR by 'human exceptionalism' arguments, including that humans have more advanced mental abilities, are of a special 'kind', can enter into social contracts, or face a 'lifeboat situation'. Counterarguments explained much of this, including that not all humans have these more advanced abilities [the argument from species overlap], and that the notion of 'kind' is arbitrary [e.g., why are we not of the kind 'sentient animal' or 'subject-of-a-life']. Pediatrician and nurse/RT responses were similar. Most respondents were not convinced of the moral permissibility of AR when given common arguments and counterarguments from the literature. HCW should seriously consider arguments on both sides of the AR debate.

Error Argumentation Enhance Adaptability in Adults With Low Motor Ability.

PubMed

Lee, Chi-Mei; Bo, Jin

2016-01-01

The authors focused on young adults with varying degrees of motor difficulties and examined their adaptability in a visuomotor adaptation task where the visual feedback of participants' movement error was presented with either 1:1 ratio (i.e., regular feedback schedule) or 1:2 ratio (i.e., enhanced feedback schedule). Within-subject design was used with two feedback schedules counter-balanced and separated for 10 days. Results revealed that participants with greater motor difficulties showed less adaptability than those with normal motor abilities in the regular feedback schedule; however, all participants demonstrated similar level of adaptability in the enhanced feedback schedule. The results suggest that error argumentation enhances adaptability in adults with low motor ability.

Argumentation Theory. [A Selected Annotated Bibliography].

ERIC Educational Resources Information Center

Benoit, William L.

Materials dealing with aspects of argumentation theory are cited in this annotated bibliography. The 50 citations are organized by topic as follows: (1) argumentation; (2) the nature of argument; (3) traditional perspectives on argument; (4) argument diagrams; (5) Chaim Perelman's theory of rhetoric; (6) the evaluation of argument; (7) argument…

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

Dialogical argumentation in elementary science classrooms

NASA Astrophysics Data System (ADS)

Kim, Mijung; Roth, Wolff-Michael

2018-02-01

To understand students' argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children's reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K-3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students' argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children's argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students' capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children's favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher's role provide further insights about discussions on pedagogical approaches to children's reasoning and argumentation.

For the Sake of Argument: An Approach to Teaching Evidence-Based Writing

ERIC Educational Resources Information Center

Friedrich, Linda; Bear, Rachel; Fox, Tom

2018-01-01

The National Writing Project's (NWP) College, Career, and Community Writers Program (C3WP) aims to improve young people's ability to write thoughtful, evidence-based arguments. In an era where public discourse has become increasingly polarized, and "echo chambers" of narrow views populate people's social media feeds, teaching students to…

Improving Students' PISA Scientific Competencies through Online Argumentation

ERIC Educational Resources Information Center

Tsai, Chun-Yen

2015-01-01

The scientific competencies advocated by the Programme for International Student Assessment (PISA) focus on the abilities needed in students' adult lives. This study investigated how such scientific competencies could be improved by using online argumentation. One hundred and thirty-eight 8th grade high school students took part in the study, with…

Enhancing Argumentative Writing Skill through Contextual Teaching and Learning

ERIC Educational Resources Information Center

Hasani, Aceng

2016-01-01

This study aims to describe the influence of contextual learning model and critical thinking ability toward argumentative writing skill on university students. The population of the research was 147 university students, and 52 university students were used as sample with multi stage sampling. The results of the research indicate that; group of…

The effectiveness of argumentation in tutorial dialogues with an Intelligent Tutoring System for genetic risk of breast cancer.

PubMed

Cedillos-Whynott, Elizabeth M; Wolfe, Christopher R; Widmer, Colin L; Brust-Renck, Priscila G; Weil, Audrey; Reyna, Valerie F

2016-09-01

BRCA Gist is an Intelligent Tutoring System that helps women understand issues related to genetic testing and breast cancer risk. In two laboratory experiments and a field experiment with community and web-based samples, an avatar asked 120 participants to produce arguments for and against genetic testing for breast cancer risk. Two raters assessed the number of argumentation elements (claim, reason, backing, etc.) found in response to prompts soliciting arguments for and against genetic testing for breast cancer risk (IRR=.85). When asked to argue for genetic testing, 53.3 % failed to meet the minimum operational definition of making an argument, a claim supported by one or more reasons. When asked to argue against genetic testing, 59.3 % failed to do so. Of those who failed to generate arguments most simply listed disconnected reasons. However, participants who provided arguments against testing (40.7 %) performed significantly higher on a posttest of declarative knowledge. In each study we found positive correlations between the quality of arguments against genetic testing (i.e., number of argumentation elements) and genetic risk categorization scores. Although most interactions did not contain two or more argument elements, when more elements of arguments were included in the argument against genetic testing interaction, participants had greater learning outcomes. Apparently, many participants lack skills in making coherent arguments. These results suggest an association between argumentation ability (knowing how to make complex arguments) and subsequent learning. Better education in developing arguments may be necessary for people to learn from generating arguments within Intelligent Tutoring Systems and other settings.

The effectiveness of argumentation in tutorial dialogues with an Intelligent Tutoring System for genetic risk of breast cancer

PubMed Central

Cedillos-Whynott, Elizabeth M.; Wolfe, Christopher R.; Widmer, Colin L.; Brust-Renck, Priscila G.; Weil, Audrey; Reyna, Valerie F.

2017-01-01

BRCA Gist is an Intelligent Tutoring System that helps women understand issues related to genetic testing and breast cancer risk. In two laboratory experiments and a field experiment with community and web-based samples, an avatar asked 120 participants to produce arguments for and against genetic testing for breast cancer risk. Two raters assessed the number of argumentation elements (claim, reason, backing, etc.) found in response to prompts soliciting arguments for and against genetic testing for breast cancer risk (IRR=.85). When asked to argue for genetic testing, 53.3 % failed to meet the minimum operational definition of making an argument, a claim supported by one or more reasons. When asked to argue against genetic testing, 59.3 % failed to do so. Of those who failed to generate arguments most simply listed disconnected reasons. However, participants who provided arguments against testing (40.7 %) performed significantly higher on a posttest of declarative knowledge. In each study we found positive correlations between the quality of arguments against genetic testing (i.e., number of argumentation elements) and genetic risk categorization scores. Although most interactions did not contain two or more argument elements, when more elements of arguments were included in the argument against genetic testing interaction, participants had greater learning outcomes. Apparently, many participants lack skills in making coherent arguments. These results suggest an association between argumentation ability (knowing how to make complex arguments) and subsequent learning. Better education in developing arguments may be necessary for people to learn from generating arguments within Intelligent Tutoring Systems and other settings. PMID:26511370

Reading Argumentative Texts: Comprehension and Evaluation Goals and Outcomes

ERIC Educational Resources Information Center

Diakidoy, Irene-Anna N.; Ioannou, Melina C.; Christodoulou, Stelios A.

2017-01-01

The study is situated at the interface between reading comprehension and critical thinking research. Its purpose was to examine the influence of reading goals and argument quality on the comprehension and critical evaluation of argumentative texts. Young adult readers read to comprehend or evaluate texts on two different controversial issues.…

Using Argument-Driven Inquiry to enhance students' argument sophistication when supporting a stance in the context of Socioscientific Issues

NASA Astrophysics Data System (ADS)

Grooms, Jonathon A.

This quasi-experimental study assesses the extent to which the Argument-Driven Inquiry (ADI) instructional model enhances undergraduate students' abilities to generate quality arguments supporting their stance in the context of a Socioscientific Issue (SSI) as compared to students experiencing a traditional style of instruction. Enhancing the quality of undergraduate students' arguments in the context of SSI can serve as an indirect measure of their scientific literacy and their ability to make sound decisions on issues that are inherently scientific but also involve social implications. Data collected in this study suggest that the undergraduate students experiencing the ADI instruction more readily provide rationales in their arguments supporting their decisions regarding two SSI-tasks as compared to a group of undergraduate students experiencing traditional instruction. This improvement in argument quality and gain in scientific literacy was achieved despite the overall lower SSI related content knowledge of the ADI students. Furthermore, the gap between the argument quality of those students with high versus low SSI related content knowledge was closed within the ADI group, while the same gap persisted post-intervention within the traditional instruction students. The role of students' epistemological sophistication was also investigated, which showed that neither instructional strategy was effective at shifting students' epistemological sophistication toward an evaluativist stance. However, the multiplists within the ADI group were able to significantly increase the sophistication of their arguments whereas the traditional students were not. There were no differences between the quality of arguments generated by the evaluativist students with either the treatment or comparison groups. Finally, the nature of the justifications used by the students revealed that the students (both comparison and treatment groups) did not invoke science-based justifications when supporting their stance, despite students' self-reports that scientific content knowledge accounted for the greatest influence on their stance, related to the SSI tasks. The results of this study suggest that the scientific habits of mind the students learned in the context of ADI investigations are transferred to the novel SSI contexts. Implications for the use of argument-based instructional models to enhance the generation of socioscientific arguments and to promote the development of scientific literacy are also discussed.

Electrophysiological responses to argument structure violations in healthy adults and individuals with agrammatic aphasia

PubMed Central

Kielar, Aneta; Meltzer-Asscher, Aya; Thompson, Cynthia

2012-01-01

Sentence comprehension requires processing of argument structure information associated with verbs, i.e. the number and type of arguments that they select. Many individuals with agrammatic aphasia show impaired production of verbs with greater argument structure density. The extent to which these participants also show argument structure deficits during comprehension, however, is unclear. Some studies find normal access to verb arguments, whereas others report impaired ability. The present study investigated verb argument structure processing in agrammatic aphasia by examining event-related potentials associated with argument structure violations in healthy young and older adults as well as aphasic individuals. A semantic violation condition was included to investigate possible differences in sensitivity to semantic and argument structure information during sentence processing. Results for the healthy control participants showed a negativity followed by a positive shift (N400-P600) in the argument structure violation condition, as found in previous ERP studies (Friederici & Frisch, 2000; Frisch, Hahne, & Friederici, 2004). In contrast, individuals with agrammatic aphasia showed a P600, but no N400, response to argument structure mismatches. Additionally, compared to the control groups, the agrammatic participants showed an attenuated, but relatively preserved, N400 response to semantic violations. These data show that agrammatic individuals do not demonstrate normal real-time sensitivity to verb argument structure requirements during sentence processing. PMID:23022079

Argumentation for coordinating shared activities

NASA Technical Reports Server (NTRS)

Clement, Bradley J.; Barrett, Anthony C.; Schaffer, Steven R.

2004-01-01

an increasing need for space missions to be able to collaboratively (and competitively) develop plans both within and across missions. In addition, interacting spacecraft that interleave onboard planning and execution must reach consensus on their commitments to each other prior to execution. In domains where missions have varying degrees of interaction and different constraints on communication and computation, the missions will require different coordination protocols in order to efficiently reach consensus with in their imposed deadlines. We describe a Shared Activity Coordination (SHAC) framework that provides a decentralized algorithm for negotiating the scheduling of shared activities over the lifetimes of multiple agents and a foundation for customizing protocols for negotiating planner interactions. We investigate variations of a few simple protocols based on argumentation and distributed constraints satisfaction techniques and evaluate their abilities to reach consistent solutions according to computation, time, and communication costs in an abstract domain where spacecraft propose joint measurements.

Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning

NASA Astrophysics Data System (ADS)

Drumond Vieira, Rodrigo; da Rocha Bernardo, José Roberto; Evagorou, Maria; Florentino de Melo, Viviane

2015-05-01

In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups' presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as 'animator' of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges' identification of the pattern 'concrete/obstacles-ideological/possibilities' in the groups' responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers' argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education.

Online debates to enhance critical thinking in pharmacotherapy.

PubMed

Charrois, Theresa L; Appleton, Michelle

2013-10-14

To assess the impact of teaching strategies on the complexity and structure of students' arguments and type of informal reasoning used in arguments. Students were given an introduction to argumentation followed by 2 formal debates, with feedback provided in between. Four debate groups were randomly selected for evaluation. In debate 1, all groups posted 1 argument, and all 4 arguments were rationalistic and ranked as high-level arguments. In debate 2, members of the 4 groups posted a total of 33 arguments, which were evaluated and received an overall median ranking lower than that for debate 1. All debates were categorized as rationalistic. Students were able to formulate rationalistic arguments to therapeutic controversies; however, their level of argumentation decreased over the course of the study. Changes planned for the future include conducting the debates in the context of patient scenarios to increase practical applicability.

Online Debates to Enhance Critical Thinking in Pharmacotherapy

PubMed Central

Appleton, Michelle

2013-01-01

Objectives. To assess the impact of teaching strategies on the complexity and structure of students’ arguments and type of informal reasoning used in arguments. Design. Students were given an introduction to argumentation followed by 2 formal debates, with feedback provided in between. Assessment. Four debate groups were randomly selected for evaluation. In debate 1, all groups posted 1 argument, and all 4 arguments were rationalistic and ranked as high-level arguments. In debate 2, members of the 4 groups posted a total of 33 arguments, which were evaluated and received an overall median ranking lower than that for debate 1. All debates were categorized as rationalistic. Conclusion. Students were able to formulate rationalistic arguments to therapeutic controversies; however, their level of argumentation decreased over the course of the study. Changes planned for the future include conducting the debates in the context of patient scenarios to increase practical applicability. PMID:24159211

A scheme of pedagogical problems solving in kinematic to observe toulmin argumentation feasibility

NASA Astrophysics Data System (ADS)

Manurung, Sondang R.; Rustaman, Nuryani Y.; Siregar, Nelson

2013-09-01

The purpose of this study is to determine the students' ability to map out the problem solving. This paper would show a schematic template map used to analyze the students' tasks in performing problem solving pedagogically. Scheme of problem solving map of student was undertaken based on Toulmin Argumentation Pattern (TAP) argumentative discourse. The samples of this study were three work-sheets of physics education students who represented the upper, middle and lower levels of class in one LPTK in Medan. The instrument of this study was an essay test in kinematics topic. The data analyses were performed with schematic template map in order to know the students' ability in mapping the problem solving. The results showed that the student in the Upper level of class followed the appropriate direction pattern, while two others students could not followed the pattern exactly.

The Effects of Prior-Knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

ERIC Educational Resources Information Center

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-01-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students…

Extemporaneous Speaking as Preparation for a Career in Law.

ERIC Educational Resources Information Center

Bernard, Daniel J.

A forensics background offers the greatest advantages for attorneys who engage in trial and appelate work. Successful lawyers build upon a few basic qualities: (1) the ability to view objectively the arguments on both sides of the case, (2) adequate research and preparation, (3) correct choices as to which arguments to press, (4) a well-conceived…

Using Toulmin's Argument Pattern in the Evaluation of Argumentation in School Science

ERIC Educational Resources Information Center

Simon, Shirley

2008-01-01

Toulmin's model of argument has been used by researchers as a theoretical perspective on argument and as a methodological tool for analysing episodes of oral argumentation in school science. An adaptation of Toulmin's Argument Pattern (TAP) has also informed a professional development programme for teachers. Research on the impact of the programme…

Individual Differences in the "Myside Bias" in Reasoning and Written Argumentation

ERIC Educational Resources Information Center

Wolfe, Christopher R.

2012-01-01

Three studies examined the "myside bias" in reasoning, evaluating written arguments, and writing argumentative essays. Previous research suggests that some people possess a fact-based argumentation schema and some people have a balanced argumentation schema. I developed reliable Likert scale instruments (1-7 rating) for these constructs…

Innovative learning model for improving students’ argumentation skill and concept understanding on science

NASA Astrophysics Data System (ADS)

Nafsiati Astuti, Rini

2018-04-01

Argumentation skill is the ability to compose and maintain arguments consisting of claims, supports for evidence, and strengthened-reasons. Argumentation is an important skill student needs to face the challenges of globalization in the 21st century. It is not an ability that can be developed by itself along with the physical development of human, but it must be developed under nerve like process, giving stimulus so as to require a person to be able to argue. Therefore, teachers should develop students’ skill of arguing in science learning in the classroom. The purpose of this study is to obtain an innovative learning model that are valid in terms of content and construct in improving the skills of argumentation and concept understanding of junior high school students. The assessment of content validity and construct validity was done through Focus Group Discussion (FGD), using the content and construct validation sheet, book model, learning video, and a set of learning aids for one meeting. Assessment results from 3 (three) experts showed that the learning model developed in the category was valid. The validity itself shows that the developed learning model has met the content requirement, the student needs, state of the art, strong theoretical and empirical foundation and construct validity, which has a connection of syntax stages and components of learning model so that it can be applied in the classroom activities

Analysis of scientific argumentation in two physical chemistry classrooms using the POGIL approach

NASA Astrophysics Data System (ADS)

Moon, Alena C.

The benefits of facilitating argumentation in science education have been well reported (Jimenez-Aleixandre & Erduran, 2007). Engaging in argumentation has shown to model authentic scientific inquiry as well as promote development of content knowledge. However, less emphasis has been placed on facilitating argumentation in upper level undergraduate courses, though it is important for evaluating undergraduate curricula to characterize upper level students' scientific reasoning. This work considers two implementations of the POGIL physical chemistry curriculum and evaluates the classroom argumentation. The researchers aimed to consider the content of the arguments and dialectical features characteristic of socially constructed arguments (Nielson, 2013). To do this, whole class sessions were videotaped and Toulmin's Argument Pattern (TAP) was used to identify the arguments generated during the class (Erduran, Simon, & Osborne, 2004). A learning progression on chemical thinking (Sevian & Talanquer, 2014) was used as a domain-specific measure of argument quality. Results show differences in argumentation between and across both classrooms that can be explained by analysis of instructor facilitation and the POGIL curriculum. The results from this work will be used to make recommendations for instructor facilitation of argumentation and reform of the POGIL curriculum.

Validity Arguments for Diagnostic Assessment Using Automated Writing Evaluation

ERIC Educational Resources Information Center

Chapelle, Carol A.; Cotos, Elena; Lee, Jooyoung

2015-01-01

Two examples demonstrate an argument-based approach to validation of diagnostic assessment using automated writing evaluation (AWE). "Criterion"®, was developed by Educational Testing Service to analyze students' papers grammatically, providing sentence-level error feedback. An interpretive argument was developed for its use as part of…

Differences in Student Reasoning about Belief-Relevant Arguments: A Mixed Methods Study

ERIC Educational Resources Information Center

McCrudden, Matthew T.; Barnes, Ashleigh

2016-01-01

This mixed methods study investigated high school students' evaluations of scientific arguments. Myside bias occurs when individuals evaluate belief-consistent information more favorably than belief-inconsistent information. In the quantitative phase, participants (n = 72 males) rated belief-consistent arguments more favorably than…

The Need for Evaluative Criteria: Conspiracy Argument Revisited.

ERIC Educational Resources Information Center

Young, Marilyn J.; And Others

1990-01-01

Calls for the application of traditional tests of evidence and argument to the conspiratist discourse. Demonstrates through the example of the Korean Air Lines 007 incident that conspiratist critics must develop an evaluation system to explain their arguments. Suggests that conspiratist strategies can limit real communication. (SG)

Preservice Science Teachers' Epistemological Beliefs and Informal Reasoning Regarding Socioscientific Issues

NASA Astrophysics Data System (ADS)

Ozturk, Nilay; Yilmaz-Tuzun, Ozgul

2017-12-01

This study investigated preservice elementary science teachers' (PSTs) informal reasoning regarding socioscientific issues (SSI), their epistemological beliefs, and the relationship between informal reasoning and epistemological beliefs. From several SSIs, nuclear power usage was selected for this study. A total of 647 Turkish PSTs enrolled in three large universities in Turkey completed the open-ended questionnaire, which assessed the participants' informal reasoning about the target SSI, and Schommer's (1990) Epistemological Questionnaire. The participants' epistemological beliefs were assessed quantitatively and their informal reasoning was assessed both qualitatively and quantitatively. The findings revealed that PSTs preferred to generate evidence-based arguments rather than intuitive-based arguments; however, they failed to generate quality evidence and present different types of evidence to support their claims. Furthermore, among the reasoning quality indicators, PSTs mostly generated supportive argument construction. Regarding the use of reasoning modes, types of risk arguments and political-oriented arguments emerged as the new reasoning modes. The study demonstrated that the PSTs had different epistemological beliefs in terms of innate ability, omniscient authority, certain knowledge, and quick learning. Correlational analyses revealed that there was a strong negative correlation between the PSTs' certain knowledge and counterargument construction, and there were negative correlations between the PSTs' innate ability, certain knowledge, and quick learning dimensions of epistemological beliefs and their total argument construction. This study has implications for both science teacher education and the practice of science education. For example, PST teacher education programs should give sufficient importance to training teachers that are skillful and knowledgeable regarding SSIs. To achieve this, specific SSI-related courses should form part of science teacher education programs.

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

ERIC Educational Resources Information Center

Sampson, Victor; Walker, Joi Phelps

2012-01-01

This exploratory study examined how undergraduate students' ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large…

Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year

ERIC Educational Resources Information Center

McNeill, Katherine L.

2011-01-01

Science includes more than just concepts and facts, but also encompasses scientific ways of thinking and reasoning. Students' cultural and linguistic backgrounds influence the knowledge they bring to the classroom, which impacts their degree of comfort with scientific practices. Consequently, the goal of this study was to investigate 5th grade…

Synergy between Teacher Practices and Curricular Scaffolds to Support Students in Using Domain-Specific and Domain-General Knowledge in Writing Arguments to Explain Phenomena

ERIC Educational Resources Information Center

McNeill, Katherine L.; Krajcik, Joseph

2009-01-01

We investigated how 2 different curricular scaffolds (context-specific vs. generic), teacher instructional practices, and the interaction between these 2 types of support influenced students' learning of science content and their ability to write scientific arguments to explain phenomena. The context-specific scaffolds provided students with hints…

Employing Concept Mapping as a Pre-Writing Strategy to Help EFL Learners Better Generate Argumentative Compositions

ERIC Educational Resources Information Center

Al-Shaer, Ibrahim M. R.

2014-01-01

The purpose of this research was to examine the impact of employing concept mapping at a pre-writing stage on English as a foreign language (EFL) students' ability to generate better argumentative essays. Thirty-eight participants were randomly assigned to two groups participating in Writing II course at Al-Quds Open University (QOU). Both groups…

Enhancing the quality of argumentation in school science

NASA Astrophysics Data System (ADS)

Osborne, Jonathan; Erduran, Sibel; Simon, Shirley

2004-12-01

The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom, and to support and assess teachers' development with teaching argumentation. Data were collected by video- and audio-recording the teachers' attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of the change. In phase 2 of the project, the focus of this paper, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a comparison group at the beginning and end of the year. The purpose of this research was to assess the progression in student capabilities with argumentation. For this purpose, data were collected from 33 lessons by video-taping two groups of four students in each class engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality developed from Toulmin's argument pattern, the findings show that there was improvement in the quality of students' argumentation. This research presents new methodological developments for work in this field.

Analysis of Mathematics Critical Thinking Students in Junior High School Based on Cognitive Style

NASA Astrophysics Data System (ADS)

Agoestanto, A.; Sukestiyarno, YL; Rochmad

2017-04-01

The purpose of this research was to determine the critical thinking ability of mathematics from junior high school students based on FI and FD cognitive style. Data of this research were taken from students grade VIII at SMPN 2 Ambarawa. The research method used a descriptive qualitative approach. Data was taken with a testing method; the critical thinking was measured with WGCTA which is modified with mathematical problems, the cognitive style was measured with GEFT. The student’s test result was analysed, then four students were selected, the two of them are FI cognitive style, and the others are FD cognitive style, for qualitative analysis. The result showed that the ability of mathematics critical thinking students with FI cognitive style is better than FD cognitive style on the ability of inference, assumption, deduction, and interpretation. While on the aspect of argument evaluation, mathematics critical thinking ability of students with FD cognitive style is a little better than students with FI cognitive style.

The Evaluation of Argument Mapping as a Learning Tool: Comparing the Effects of Map Reading versus Text Reading on Comprehension and Recall of Arguments

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian

2010-01-01

The current study compared the effects on comprehension and memory of learning via text versus learning via argument map. Argument mapping is a method of diagrammatic representation of arguments designed to simplify the reading of an argument structure and allow for easy assimilation of core propositions and relations. In the current study, 400…

A Judicial Paradigm for the Evaluation of Debates.

ERIC Educational Resources Information Center

Ulrich, Walter

Because legal argument shares many of the characteristics of academic debate, it can serve as a paradigm for evaluating debates. Like debate, legal argument is bilateral, the judge is external to the deliberation and excluded from raising his or her own arguments, and reasons have been developed for assigning presumption, determining the wording…

[Fair or unfair? Ignore or respond? Evaluation of argumentative lack of integrity and possible reactions].

PubMed

Mischo, C

2000-01-01

In this study, the conditions of the evaluation of and reaction to unfair argumentative contributions are investigated. Based on the construct of argumentational integrity, the theoretical conceptualization of the unfairness evaluation differentiates between the severity of a rule violation and the degree of subjective awareness, also taking into account aggravating and mitigating context factors. The impact of these factors is tested by a logistic regression approach (N = 597) applying two different argumentational episodes. The severity of a rule violation shows the greatest influence on the evaluation, followed by the speaker's knowledge of the subject matter and his/her argumentative competence, and the frequency of the rule violation; these results hold for both episodes. The degree of awareness is only relevant if it is subjectively perceived. Apart from these main effects, special predictor patterns are identified, permitting the prediction of an unfairness verdict. With regard to the reactions to unfair contributions, the unfairness verdict was of greater importance than the effect of the argumentational episode and the interaction of unfairness verdict and episode.

Alliances and Arguments: A Case Study of a Child with Persisting Speech Difficulties in Peer Play

ERIC Educational Resources Information Center

Tempest, Alison; Wells, Bill

2012-01-01

The ability to argue and to create alliances with peers are important social competencies for all children, including those who have speech, language and communication needs. In this study, we investigated the management of arguments and alliances by a group of 5-year-old male friends, one of whom has a persisting speech difficulty (PSD). Twelve…

Optimizing the orchestration of resemiotization with teacher "talk moves": A model of guided-inquiry instruction in middle school science

NASA Astrophysics Data System (ADS)

Millstone, Rachel Diana

The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three dimensions also affected the quality of student argumentation, as measured on a five-point rubric developed for analysis. Of the four pathways, one in particular is identified as a model of "best practice," leading to the highest levels of argumentation resulting from opportunities for student resemiotization mediated by teacher "talk moves."

Evolutionary Debunking Arguments

PubMed Central

Kahane, Guy

2011-01-01

Evolutionary debunking arguments (EDAs) are arguments that appeal to the evolutionary origins of evaluative beliefs to undermine their justification. This paper aims to clarify the premises and presuppositions of EDAs—a form of argument that is increasingly put to use in normative ethics. I argue that such arguments face serious obstacles. It is often overlooked, for example, that they presuppose the truth of metaethical objectivism. More importantly, even if objectivism is assumed, the use of EDAs in normative ethics is incompatible with a parallel and more sweeping global evolutionary debunking argument that has been discussed in recent metaethics. After examining several ways of responding to this global debunking argument, I end by arguing that even if we could resist it, this would still not rehabilitate the current targeted use of EDAs in normative ethics given that, if EDAs work at all, they will in any case lead to a truly radical revision of our evaluative outlook. PMID:21949447

Tracing the Rationale Behind UML Model Change Through Argumentation

NASA Astrophysics Data System (ADS)

Jureta, Ivan J.; Faulkner, Stéphane

Neglecting traceability—i.e., the ability to describe and follow the life of a requirement—is known to entail misunderstanding and miscommunication, leading to the engineering of poor quality systems. Following the simple principles that (a) changes to UML model instances ought be justified to the stakeholders, (b) justification should proceed in a structured manner to ensure rigor in discussions, critique, and revisions of model instances, and (c) the concept of argument instantiated in a justification process ought to be well defined and understood, the present paper introduces the UML Traceability through Argumentation Method (UML-TAM) to enable the traceability of design rationale in UML while allowing the appropriateness of model changes to be checked by analysis of the structure of the arguments provided to justify such changes.

Promoting and Scaffolding Elementary School Students' Attitudes Toward Science and Argumentation Through a Science and Society Intervention

NASA Astrophysics Data System (ADS)

Hong, Zuway-R.; Lin, Huann-shyang; Wang, Hsin-Hui; Chen, Hsiang-Ting; Yang, Kuay-Keng

2013-07-01

This study investigated the effects of a science and society intervention on elementary school students' argumentation skills and their attitudes toward science. One hundred and eleven fifth grade students volunteered as an experimental group to join a 12-week intervention; another 107 sixth grade students volunteered to be the comparison group. All participants completed the Student Questionnaire at the beginning and end of this study. Observation and interview results were used to triangulate and consolidate the quantitative findings. The data showed that after the intervention, the quality of the experimental group students' arguments and their attitudes toward science were significantly higher than their comparison group counterparts. In addition, the experimental group boys made significantly greater progress in the quality of their argumentation from the pretest to posttest than the girls; and low achievers made the most significant progress in their attitudes toward science and quality of argumentation. Interviews and observations indicated that their understandings of explanation and argumentation changed over the intervention. This indicated that a science and society intervention can enhance both the ability of students to develop strong arguments and their attitudes toward science.

An Online Debate Series for First-Year Pharmacy Students

PubMed Central

Crawford, Stephanie Y.

2007-01-01

Objectives This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. Design One hundred sixty-two students were assigned to 40 teams (half assigned to argue as “Pros” and half as “Cons”) and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. Assessment Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. Conclusion This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process. PMID:17429512

An online debate series for first-year pharmacy students.

PubMed

Lin, Swu-Jane; Crawford, Stephanie Y

2007-02-15

This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. One hundred sixty-two students were assigned to 40 teams (half assigned to argue as "Pros" and half as "Cons") and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process.

Vocal learning, prosody, and basal ganglia: don't underestimate their complexity.

PubMed

Ravignani, Andrea; Martins, Mauricio; Fitch, W Tecumseh

2014-12-01

Ackermann et al.'s arguments in the target article need sharpening and rethinking at both mechanistic and evolutionary levels. First, the authors' evolutionary arguments are inconsistent with recent evidence concerning nonhuman animal rhythmic abilities. Second, prosodic intonation conveys much more complex linguistic information than mere emotional expression. Finally, human adults' basal ganglia have a considerably wider role in speech modulation than Ackermann et al. surmise.

The Effects of an Argument-Based Inquiry Approach on Improving Critical Thinking and the Conceptual Understanding of Optics among Pre-Service Science Teachers

ERIC Educational Resources Information Center

Memis, Esra Kabatas

2016-01-01

The aim of this study was to investigate the effect of the university-level application of an Argument-Based Inquiry Approach, as compared to the traditional laboratory teaching method, on the ability of students to learn about optics and to demonstrate critical thinking. In this quasi-experimental study, pretest-posttest scores and CCDTI were…

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry

NASA Astrophysics Data System (ADS)

Sampson, Victor; Phelps Walker, Joi

2012-07-01

This exploratory study examined how undergraduate students' ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large two-year community college located in the southeast USA. The intervention took place over a 15-week semester and consisted of six laboratory activities. During each laboratory activity, the undergraduates wrote investigation reports, participated in a double-blind group peer review of the reports, and revised their reports based on the reviews. The reports written during each laboratory activity were used to examine changes in the students' writing skills over time and to identify aspects of scientific writing that were the most difficult for the undergraduates in this context. The reviews produced by the students during each report were used to evaluate how well undergraduates engage in the peer-review process. The results of a quantitative and qualitative analysis of the reports and reviews indicate that the participants made significant improvements in their ability to write in science and were able to evaluate the quality of their peers' writing with a relatively high degree of accuracy, but they also struggled with several aspects of scientific writing. The conclusions and implications of the study include recommendations for helping undergraduate students learn to write by writing to learn in science and new directions for future research.

Research on Evaluation of Chinese Students' Competence in Written Scientific Argumentation in the Context of Chemistry

ERIC Educational Resources Information Center

Deng, Yang; Wang, Houxiong

2017-01-01

Attending to practice has become a significant topic in science education today. As scientific argumentation is a typical form of scientific practice as well as an important educational practice, more and more attention has been paid to it by science education researchers. Evaluating students' competence in scientific argumentation is one of the…

The ethics of animal research: a survey of the public and scientists in North America.

PubMed

Joffe, Ari R; Bara, Meredith; Anton, Natalie; Nobis, Nathan

2016-03-29

To determine whether the public and scientists consider common arguments (and counterarguments) in support (or not) of animal research (AR) convincing. After validation, the survey was sent to samples of public (Sampling Survey International (SSI; Canadian), Amazon Mechanical Turk (AMT; US), a Canadian city festival and children's hospital), medical students (two second-year classes), and scientists (corresponding authors, and academic pediatricians). We presented questions about common arguments (with their counterarguments) to justify the moral permissibility (or not) of AR. Responses were compared using Chi-square with Bonferonni correction. There were 1220 public [SSI, n = 586; AMT, n = 439; Festival, n = 195; Hospital n = 107], 194/331 (59%) medical student, and 19/319 (6%) scientist [too few to report] responses. Most public respondents were <45 years (65%), had some College/University education (83%), and had never done AR (92%). Most public and medical student respondents considered 'benefits arguments' sufficient to justify AR; however, most acknowledged that counterarguments suggesting alternative research methods may be available, or that it is unclear why the same 'benefits arguments' do not apply to using humans in research, significantly weakened 'benefits arguments'. Almost all were not convinced of the moral permissibility of AR by 'characteristics of non-human-animals arguments', including that non-human-animals are not sentient, or are property. Most were not convinced of the moral permissibility of AR by 'human exceptionalism' arguments, including that humans have more advanced mental abilities, are of a special 'kind', can enter social contracts, or face a 'lifeboat situation'. Counterarguments explained much of this, including that not all humans have these more advanced abilities ['argument from species overlap'], and that the notion of 'kind' is arbitrary [e.g., why are we not of the 'kind' 'sentient-animal' or 'subject-of-a-life'?]. Medical students were more supportive (80%) of AR at the end of the survey (p < 0.05). Responses suggest that support for AR may not be based on cogent philosophical rationales, and more open debate is warranted.

Effects of a Training Intervention to Foster Argumentation Skills While Processing Conflicting Scientific Positions

ERIC Educational Resources Information Center

Hefter, Markus H.; Berthold, Kirsten; Renkl, Alexander; Riess, Werner; Schmid, Sebastian; Fries, Stefan

2014-01-01

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are…

Twitter vs. Facebook: Using Social Media to Promote Collaborative Argumentation in an Online Classroom

ERIC Educational Resources Information Center

Owens, Marissa; Nussbaum, E. Michael

2017-01-01

This study aimed to: 1) evaluate Twitter as a viable tool for promoting collaborative argumentation; 2) determine if scripting through sentence openers promotes a greater number of arguments within an online discussion; and 3) compare Twitter to Facebook as viable tools for promoting collaborative argumentation. Participants were 27 undergraduate…

Argumentation in Science Education: A Model-Based Framework

ERIC Educational Resources Information Center

Bottcher, Florian; Meisert, Anke

2011-01-01

The goal of this article is threefold: First, the theoretical background for a model-based framework of argumentation to describe and evaluate argumentative processes in science education is presented. Based on the general model-based perspective in cognitive science and the philosophy of science, it is proposed to understand arguments as reasons…

Reasoning by Argumentation. Social Studies Learning Milestone 4.

ERIC Educational Resources Information Center

Voss, James F.

This paper is concerned with the importance of argumentation in the classroom, especially in relation to the social sciences. Issues of argument and argument evaluation are considered. The paper analyzes the nature of such reasoning and indicates its importance in subject matter learning. Three situations are described in the paper in which…

The New Literacy: Caveat Emptor.

ERIC Educational Resources Information Center

Gough, Philip B.

1995-01-01

Distinguishes between two meanings of literacy that have been conflated: the ability to read and write, and the broader concept of being educated. Presents three arguments: literacy is not social; literacy is not political; and the comprehension part of literacy is a relative matter, while the ability to decode is not. (RS)

How We View Young Children with Diverse Abilities: What Canada Can Learn From Reggio Emilia

ERIC Educational Resources Information Center

Loreman, Tim

2007-01-01

This paper examines the Canadian school system's image of children with diverse abilities aged 0-6-years old, and critiques this image in light of that held in the municipal early education system in Reggio Emilia, Italy. The argument is made that the Canadian image of young children with diverse abilities has its roots in modernism and sees them…

Argumentative Skills Development in Teaching Philosophy to Secondary School Students through Constructive Controversy: An Exploratory Study Case

ERIC Educational Resources Information Center

Morais, Teresa; Silva, Helena; Lopes, José; Dominguez, Caroline

2017-01-01

The use of argumentative strategies that promote the defense of well-grounded personal arguments contributes to the development of a critical, ethical and political thought that leads to responsible and socially committed people. Based on the quality of the produced arguments in philosophical essays, this work evaluates the potential application…

Normativity, interpretation, and Bayesian models.

PubMed

Oaksford, Mike

2014-01-01

It has been suggested that evaluative normativity should be expunged from the psychology of reasoning. A broadly Davidsonian response to these arguments is presented. It is suggested that two distinctions, between different types of rationality, are more permeable than this argument requires and that the fundamental objection is to selecting theories that make the most rational sense of the data. It is argued that this is inevitable consequence of radical interpretation where understanding others requires assuming they share our own norms of reasoning. This requires evaluative normativity and it is shown that when asked to evaluate others' arguments participants conform to rational Bayesian norms. It is suggested that logic and probability are not in competition and that the variety of norms is more limited than the arguments against evaluative normativity suppose. Moreover, the universality of belief ascription suggests that many of our norms are universal and hence evaluative. It is concluded that the union of evaluative normativity and descriptive psychology implicit in Davidson and apparent in the psychology of reasoning is a good thing.

Velcro on the slippery slope: the role of psychiatry in active voluntary euthanasia.

PubMed

Ryan, C J

1995-12-01

The aim of the paper is to determine the role that psychiatrists should play in legislation that establishes a right to active voluntary euthanasia (AVE). One version of the "slippery slope" argument, usually invoked against the legalisation of AVE, is recast as an argument for the introduction of strong safeguards in any future AVE legislation. The literature surrounding the prevalence of psychiatric illnesses in the terminally ill, physicians' ability to identify such illnesses and the aetiology of suicide in the terminally ill is examined. The strength of the slippery slope argument, combined with the poor ability of general physicians to diagnose psychiatric illness in the terminally ill, demands that any legislation allowing AVE should require a mandatory psychiatric review of the patient requesting euthanasia. Any legislation adopted that establishes a right to active voluntary euthanasia should include a mandatory psychiatric review of the person requesting euthanasia and a cooling off period before the request is acceded to. In addition, the discovery of a serious mental illness ought to disqualify the affected person from the right to AVE until that illness resolves.

The Effect of Half-year Education to Cultivate Dialogical Thinking Ability for Students in the Electrical Engineering Majors

NASA Astrophysics Data System (ADS)

Nakano, Mika; Takahara, Kenji; Kajiwara, Toshinori

This paper describes the effect of curriculum for communication ability, “Communication Theory I”, newly started in Fukuoka Institute of Technology in 2007. The purpose of this half-year course was to develop self-awareness and to improve interpersonal relationship through dialog. The program was designed, based on the Process of attitude change of students through dialogue. In the class, students were encouraged to take active role in discussion, constructing one's own argument and refuting others'. Emphasis was also placed on giving the students the opportunity to evaluate other students' discussion. Results showed differences in pre-test-post-test comparisons, confirming that learning environment for discussion could result in conceptual change for students. Further interview analyses and analyses of speech data helped to clarify what was learned through debate.

Students' Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is transfer possible?

NASA Astrophysics Data System (ADS)

Foong, Chan-Choong; Daniel, Esther G. S.

2013-09-01

This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study explored the transfer of argumentation skills across two socio-scientific issues in such a Form 2 (8th grade) classroom. An instructional support to complement the syllabus was utilised. The teaching approach in the instructional support was more constructivist in nature and designed to introduce argumentation skills which is uncommon in a Confucian classroom. The two socio-scientific issues were genetically modified foods and deforestation. This paper presents a part of the bigger case study that was conducted. Data collected from written arguments were analysed using an analytical framework built upon Toulmin's ideas. The whole class analysis indicated progression in students' argumentation skills in their ability to give more valid grounds and rebuttals during the transfer. The individual analysis suggests progression in the majority of students' performance, while several students demonstrated non-progression when they faced a different socio-scientific issue.

Evaluating an Intelligent Tutoring System for Making Legal Arguments with Hypotheticals

ERIC Educational Resources Information Center

Pinkwart, Niels; Ashley, Kevin; Lynch, Collin; Aleven, Vincent

2009-01-01

Argumentation is a process that occurs often in ill-defined domains and that helps deal with the ill-definedness. Typically a notion of "correctness" for an argument in an ill-defined domain is impossible to define or verify formally because the underlying concepts are open-textured and the quality of the argument may be subject to discussion or…

Argumentation as a Strategy for Conceptual Learning of Dynamics

NASA Astrophysics Data System (ADS)

Eskin, Handan; Ogan-Bekiroglu, Feral

2013-10-01

Researchers have emphasized the importance of promoting argumentation in science classrooms for various reasons. However, the study of argumentation is still a young field and more research needs to be carried out on the tools and pedagogical strategies that can assist teachers and students in both the construction and evaluation of scientific arguments. Thus, the aim of this study was to evaluate the impact of argumentation on students' conceptual learning in dynamics. True-experimental design using quantitative research methods was carried out for the study. The participants of the study were tenth graders studying in two classes in an urban all-girls school. There were 26 female students in each class. Five argumentations promoted in the different contexts were embedded through the dynamics unit over a 10-week duration. The study concludes that engaging in the argumentative process that involves making claims, using data to support these claims, warranting the claims with scientific evidence, and using backings, rebuttals, and qualifiers to further support the reasoning, reinforces students' understanding of science, and promotes conceptual change. The results suggest that argumentation should be employed during instruction as a way to enable conceptual learning.

Keeping it Ethically Real

PubMed Central

Ho, Dien

2016-01-01

Many clinical ethicists have argued that ethics expertise is impossible. Their skeptical argument usually rests on the assumptions that to be an ethics expert is to know the correct moral conclusions, which can only be arrived at by having the correct ethical theories. In this paper, I argue that this skeptical argument is unsound. To wit, ordinary ethical deliberations do not require the appeal to ethical or meta-ethical theories. Instead, by agreeing to resolve moral differences by appealing to reasons, the participants agree to the Default Principle—a substantive rule that tells us how to adjudicate an ethical disagreement. The Default Principle also entails a commitment to arguments by parity, and together these two methodological approaches allow us to make genuine moral progress without assuming any deep ethical principles. Ethical expertise, in one sense, is thus the ability and knowledge to deploy the Default Principle and arguments by parity. PMID:27256847

Empathy, Einfühlung, and aesthetic experience: the effect of emotion contagion on appreciation of representational and abstract art using fEMG and SCR.

PubMed

Gernot, Gerger; Pelowski, Matthew; Leder, Helmut

2017-03-17

Since the advent of the concept of empathy in the scientific literature, it has been hypothesized, although not necessarily empirically verified, that empathic processes are essential to aesthetic experiences of visual art. We tested how the ability to "feel into" ("Einfühlung") emotional content-a central aspect of art empathy theories-affects the bodily responses to and the subjective judgments of representational and abstract paintings. The ability to feel into was measured by a standardized pre-survey on "emotional contagion"-the ability to pick up and mirror, or in short to "feel into", emotions, which often overlaps with higher general or interpersonal empathetic abilities. Participants evaluated the artworks on several aesthetic dimensions (liking, valence, moving, and interest), while their bodily reactions indicative of empathetic engagement (facial electromyography-EMG, and skin conductance responses-SCR) were recorded. High compared to low emotion contagion participants showed both more congruent and more intense bodily reactions (EMG and SCR) and aesthetic evaluations (higher being moved, valence, and interest) and also liked the art more. This was largely the case for both representational and abstract art, although stronger with the representational category. Our findings provide tentative evidence for recent arguments by art theorists for a close "empathic" mirroring of emotional content. We discuss this interpretation, as well as a potential tie between emotion contagion and a general increase in emotion intensity, both of which may impact, in tandem, the experience and evaluation of art.

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction

NASA Astrophysics Data System (ADS)

Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-08-01

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled `Cognitive Apprenticeship Web-based Argumentation' (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students' progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students' use of argumentation in the topics of daily life and the concept of `vision.' When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students' argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.

The Interrelationship among Critical Thinking, Writing an Argumentative Essay in an L2 and Their Subskills

ERIC Educational Resources Information Center

Soodmand Afshar, Hassan; Movassagh, Hossein; Radi Arbabi, Hassan

2017-01-01

This study investigated the relationship between critical thinking and the writing ability of Iranian EFL learners, and the interrelationship among the subskills of the two constructs. Furthermore, it aimed at finding which skills of critical thinking predicted the participants' writing ability. To this end, 104 students majoring in English…

Undergraduate Students' Ability to Revise Text Effectively: Relationships with Topic Knowledge and Working Memory

ERIC Educational Resources Information Center

Adams, Anne-Marie; Simmons, Fiona; Willis, Catherine; Pawling, Ralph

2010-01-01

In order to communicate understanding, students are often required to produce texts which present an explicit, coherent argument. This study examined the extent to which individual differences in undergraduates' topic knowledge and working memory skills were related to their ability to revise texts to better fulfil these goals. Forty-seven…

Autism and the Artistic Imagination: The Link between Visual Thinking and Intelligence

ERIC Educational Resources Information Center

Berube, Clair T.

2007-01-01

The author employs Howard Gardner's Theory of Multiple Intelligences to frame a discussion about the abilities of children on the Autism spectrum. Since children possess special gifts in visual/spatial areas, an argument is made to support this ability instead of "correcting" it into a more "normal" range. References from Dr. Temple Grandin's life…

Genetic Tests for Ability?: Talent Identification and the Value of an Open Future

ERIC Educational Resources Information Center

Miah, Andy; Rich, Emma

2006-01-01

This paper explores the prospect of genetic tests for performance in physical activity and sports practices. It investigates the terminology associated with genetics, testing, selection and ability as a means towards a socio-ethical analysis of its value within sport, education and society. Our argument suggests that genetic tests need not even be…

Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education

PubMed Central

Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N.; Collins, Laura J.

2012-01-01

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and engagement with science content, while promoting reasoning and justification skills that help prepare an informed citizenry. PMID:22615814

Fostering critical thinking, reasoning, and argumentation skills through bioethics education.

PubMed

Chowning, Jeanne Ting; Griswold, Joan Carlton; Kovarik, Dina N; Collins, Laura J

2012-01-01

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and engagement with science content, while promoting reasoning and justification skills that help prepare an informed citizenry.

A meta-analysis of heritability of cognitive aging: minding the "missing heritability" gap.

PubMed

Reynolds, Chandra A; Finkel, Deborah

2015-03-01

The etiologies underlying variation in adult cognitive performance and cognitive aging have enjoyed much attention in the literature, but much of that attention has focused on broad factors, principally general cognitive ability. The current review provides meta-analyses of age trends in heritability of specific cognitive abilities and considers the profile of genetic and environmental factors contributing to cognitive aging to address the 'missing heritability' issue. Our findings, based upon evaluating 27 reports in the literature, indicate that verbal ability demonstrated declining heritability, after about age 60, as did spatial ability and perceptual speed more modestly. Trends for general memory, working memory, and spatial ability generally indicated stability, or small increases in heritability in mid-life. Equivocal results were found for executive function. A second meta-analysis then considered the gap between twin-based versus SNP-based heritability derived from population-based GWAS studies. Specifically, we considered twin correlation ratios to agnostically re-evaluate biometrical models across age and by cognitive domain. Results modestly suggest that nonadditive genetic variance may become increasingly important with age, especially for verbal ability. If so, this would support arguments that lower SNP-based heritability estimates result in part from uncaptured non-additive influences (e.g., dominance, gene-gene interactions), and possibly gene-environment (GE) correlations. Moreover, consistent with longitudinal twin studies of aging, as rearing environment becomes a distal factor, increasing genetic variance may result in part from nonadditive genetic influences or possible GE correlations. Sensitivity to life course dynamics is crucial to understanding etiological contributions to adult cognitive performance and cognitive aging.

Improving Undergraduates' Argumentative Group Essay Writing through Self-Assessment

ERIC Educational Resources Information Center

Fung, Yong Mei; Mei, Hooi Chee

2015-01-01

When writing an argumentative essay, writers develop and evaluate arguments to embody, initiate, or simulate various kinds of interpersonal and textual interaction for reader consideration (Wu & Allison, 2003). This is quite challenging for English as a second language (ESL) learners. To improve the quality of their writing, students need to…

Merging public relations with health communication in the context of university alcohol prevention.

PubMed

Brummette, John

2015-01-01

The scope of this study is to determine whether social norms marketing should be further evaluated according to its ability to serve as a public relations tactic for universities. Based on a framework of social norms theory and strategic issues management, this study uses a web-based survey with university parents (N = 173) to identify relationships among exaggerated parental misperceptions of student binge drinking, parental awareness of alcohol prevention programs, and parental perceptions of organizational legitimacy. Findings from this study are used to make the argument that health communication and public relations should be viewed as interrelated concepts in the context of university alcohol prevention.

Argumentation in Science Education: A Model-based Framework

NASA Astrophysics Data System (ADS)

Böttcher, Florian; Meisert, Anke

2011-02-01

The goal of this article is threefold: First, the theoretical background for a model-based framework of argumentation to describe and evaluate argumentative processes in science education is presented. Based on the general model-based perspective in cognitive science and the philosophy of science, it is proposed to understand arguments as reasons for the appropriateness of a theoretical model which explains a certain phenomenon. Argumentation is considered to be the process of the critical evaluation of such a model if necessary in relation to alternative models. Secondly, some methodological details are exemplified for the use of a model-based analysis in the concrete classroom context. Third, the application of the approach in comparison with other analytical models will be presented to demonstrate the explicatory power and depth of the model-based perspective. Primarily, the framework of Toulmin to structurally analyse arguments is contrasted with the approach presented here. It will be demonstrated how common methodological and theoretical problems in the context of Toulmin's framework can be overcome through a model-based perspective. Additionally, a second more complex argumentative sequence will also be analysed according to the invented analytical scheme to give a broader impression of its potential in practical use.

Looking for a Location: Dissociated Effects of Event-Related Plausibility and Verb-Argument Information on Predictive Processing in Aphasia.

PubMed

Hayes, Rebecca A; Dickey, Michael Walsh; Warren, Tessa

2016-12-01

This study examined the influence of verb-argument information and event-related plausibility on prediction of upcoming event locations in people with aphasia, as well as older and younger, neurotypical adults. It investigated how these types of information interact during anticipatory processing and how the ability to take advantage of the different types of information is affected by aphasia. This study used a modified visual-world task to examine eye movements and offline photo selection. Twelve adults with aphasia (aged 54-82 years) as well as 44 young adults (aged 18-31 years) and 18 older adults (aged 50-71 years) participated. Neurotypical adults used verb argument status and plausibility information to guide both eye gaze (a measure of anticipatory processing) and image selection (a measure of ultimate interpretation). Argument status did not affect the behavior of people with aphasia in either measure. There was only limited evidence of interaction between these 2 factors in eye gaze data. Both event-related plausibility and verb-based argument status contributed to anticipatory processing of upcoming event locations among younger and older neurotypical adults. However, event-related likelihood had a much larger role in the performance of people with aphasia than did verb-based knowledge regarding argument structure.

Effects of argument quality, source credibility and self-reported diabetes knowledge on message attitudes: an experiment using diabetes related messages.

PubMed

Lin, Tung-Cheng; Hwang, Lih-Lian; Lai, Yung-Jye

2017-05-17

Previous studies have reported that credibility and content (argument quality) are the most critical factors affecting the quality of health information and its acceptance and use; however, this causal relationship merits further investigation in the context of health education. Moreover, message recipients' prior knowledge may moderate these relationships. This study used the elaboration likelihood model to determine the main effects of argument quality, source credibility and the moderating effect of self-reported diabetes knowledge on message attitudes. A between-subjects experimental design using an educational message concerning diabetes for manipulation was applied to validate the effects empirically. A total of 181 participants without diabetes were recruited from the Department of Health, Taipei City Government. Four group messages were manipulated in terms of argument quality (high and low) × source credibility (high and low). Argument quality and source credibility of health information significantly influenced the attitude of message recipients. The participants with high self-reported knowledge participants exhibited significant disapproval for messages with low argument quality. Effective health information should provide objective descriptions and cite reliable sources; in addition, it should provide accurate, customised messages for recipients who have high background knowledge level and ability to discern message quality. © 2017 Health Libraries Group Health Information & Libraries Journal.

Advancing Competencies in Argumentation at Schools using the Example of "Culture-Environment Interaction"

NASA Astrophysics Data System (ADS)

Budke, A.; Schaebitz, F.; Dittrich, S.

2016-12-01

According to the German national education standards communication is one of the six areas in which competencies shall be conveyed in Geography classes. Special significance is given to the training of the competence to solve problems through argumentation. Argumentation has a great significance in the learning process in schools, because here the students' knowledge pools are individually linked and understood. According to modern theories of learning, learning is a constructive process. Linking existing pools of knowledge to new insights is usually triggered by communication and argumentation in the classroom. Furthermore, argumentation helps with the individual's formation of opinion as well as their identification with certain values. Argumentation is one of the central social and cultural techniques to solve conflicts peacefully, to conduct negotiations, and to act in one's own interests. Thus conveying competence in argumentation is to be seen as an interdisciplinary task in education. Recently a hypothetical model of competence in geographical argumentation was proposed, a methodical instrument for measuring competence in geographical argumentation was developed, and by analyzing textbooks it was shown that this topic is only marginally targeted by exercises. The Collaborative Research Center 806 "Our Way to Europe" (www.sfb806.uni-koeln.de), with its cross disciplinary research in the sciences as well as humanities offers an outstanding basis for developing and evaluating teaching material and concepts. The use of these diverse topics, complex systems, and the various research problems as well as findings of the CRC-806 allowed developing study units designed to promote problem solving and argumentation skills in the sciences and humanities. Here we will present the results of this study based on special teaching materials, which was tested and evaluated to support students in formulating scientific problems and promote their argumentation skills.

The Ability of Students’ Mathematical Proof in Determining the Validity of Argument Reviewed from Gender Differences

NASA Astrophysics Data System (ADS)

Feriyanto

2018-01-01

This research aims to describe the ability of students’ mathematical proof in determining the validity of argument reviewed from gender differences. The subjects of this research were one male and one female student of the fifth semester of Mathematic Education study program. The subjects were selected based on the highest mathematics ability which was assesed from their previous assignments and tests. In addition, the communication ability of the subjects was also considered in order to facilitate the researcher in conducting interviews. Based on the result of the test with direct and indirect proof, it could be concluded that the subjects were able to: 1) mention all facts/premises and write about what should be shown (conclusion) in direct proof and write additional premise in indirect proof; 2) connect facts/premises to concepts which must be mastered; 3) use equivalent concept to manipulate and organize the proof; 4) use the concept of syllogism and tollens mode to obtain the desired conclusion; 5) construct mathematical evidence systematically, and logically; 6) complement the reason for each step appropriately. The difference was that the male subject wrote the final conclusion, while the female subject did not write the final conclusion on the proof.

Voting at 16: Turnout and the quality of vote choice.

PubMed

Wagner, Markus; Johann, David; Kritzinger, Sylvia

2012-06-01

Critics of giving citizens under 18 the right to vote argue that such teenagers lack the ability and motivation to participate effectively in elections. If this argument is true, lowering the voting age would have negative consequences for the quality of democracy. We test the argument using survey data from Austria, the only European country with a voting age of 16 in nation-wide elections. While the turnout levels of young people under 18 are relatively low, their failure to vote cannot be explained by a lower ability or motivation to participate. In addition, the quality of these citizens' choices is similar to that of older voters, so they do cast votes in ways that enable their interests to be represented equally well. These results are encouraging for supporters of a lower voting age.

Enhancing and Evaluating Scientific Argumentation in the Inquiryoriented College Chemistry Classroom

NASA Astrophysics Data System (ADS)

D'Souza, Annabel Nica

The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom. Argumentation skills are essential to college and career (National Research Council, 2010) and for a democratic citizenry. It is central to science teaching and learning (Osborne et al., 2004a) and can deepen content knowledge (Jimenez-Aleixandre et al., 2000; Jimenez-Aleixandre & Pereiro-Munhoz, 2002). When students have opportunities to make claims and support it with evidence and reasoning they may also increase their problem-solving and critical thinking capacity (Case, 2005; Willingham, 2007). Overall, this has implications in supporting students to become increasingly literate in scientific ideas, language, and practices. However, supporting argumentation can be challenging for instructors, particularly in designing leaning environments that facilitate and evaluate both the process and the product during student discussions (Duschl & Osborne, 2002). Fostering argumentation is complex and requires explicit modeling and multiple opportunities for dialogic interactions. This dissertation will examine how several facets influence argumentation in order to support instructors in implementing and improving argumentation in their inquiry-oriented classrooms. These facets include access to language and use of discursive moves, classroom design, curriculum and instructional activities, and interactional dynamics and power negotiation. The data set for this dissertation is a transcript generated from the audio- and video capture of a 7-minute student discussion around a mechanism in the TCA (TriCarboxylic Acid) cycle, as well as student writing, and course documents from student portfolios. This dissertation, organized using the manuscript style structure, will present three standalone chapters, each with a specific focus related to the central theme of supporting argumentation, which is the connecting thread. Chapter 2 will discuss how power is negotiated during the argumentation process and how interaction dynamics can support or inhibit the quality of argumentation. Chapter 3 will provide assessment and evaluation support to instructors who want to guide their students in meeting high quality levels in both the process and product of argumentation. Finally, chapter 4 will explore the influence of pedagogical, and instructional resources and tools on the quality of argumentation. This includes a discussion of the influence of classroom talk, particularly discursive moves and interactional dynamics, as well the curriculum and instructional activities, and the design features of the learning environment. Each chapter will conclude with instructional implications that provide practical guidance in the form of pedagogical activities to instructors. Partial funding for this dissertation was received from a PSC-CUNY Cycle 44 Research Award (66799-00 44). Findings suggest that the classroom design can support collaboration and the dialogic nature of argumentation, and the curriculum and activities can act as resources for students to share and negotiate multiple perspectives, but that instructors can also influence the process of argumentation by utilizing specific discursive moves, such as telling and revoicing, to promote or inhibit argumentation. The results, specifically from chapter 4, also propose that instructors model and share the expected criteria for high quality components of argumentation. The need for instructors to be aware of the criteria for high levels of quality for each of the argumentation components is a critical implication of this research. The criterion is presented in this dissertation and is derived from a review of multiple findings by researchers of argumentation, as well the scientific community at large. Creating structures and implementing targeted pedagogical strategies that support argumentation can lead students to use the process of argumentation as an empowerment tool to enact agency and negotiate power. This has the potential to sustain the success of science students, create a community of practice, and increase equity and access for all.

Selecting for Disabilities: Selection Versus Modification.

PubMed

Shaw, Joshua

2018-04-01

This essay considers one argument used to defend parents who use preimplantation genetic diagnosis (PGD) to select for deafness and other disabilities. Some bioethicists have argued that a distinction should be drawn between genetically modifying embryos to possess disabilities and using PGD to select embryos that already present markers of them, and that the former is unethical because it inflicts avoidable harms onto the resulting children, whereas the latter is permissible because it allows children with potentially impaired abilities to exist. This essay raises doubts about whether a meaningful moral distinction can be drawn between modification and selection. Arguments which distinguish modification from selection can be understood in two ways. One is to read them as presenting a No Harm, No Foul argument. Another is to read them as presenting a Harming Versus Letting Be argument. Neither succeeds, however, either in establishing a meaningful moral distinction between modification and selection, or in showing that the second is morally permissible in contradistinction to the first.

Argumentation as a Strategy for Conceptual Learning of Dynamics

ERIC Educational Resources Information Center

Eskin, Handan; Ogan-Bekiroglu, Feral

2013-01-01

Researchers have emphasized the importance of promoting argumentation in science classrooms for various reasons. However, the study of argumentation is still a young field and more research needs to be carried out on the tools and pedagogical strategies that can assist teachers and students in both the construction and evaluation of scientific…

In-Service Training Argumentation Application for Elementary School Teachers: Pilot Study

ERIC Educational Resources Information Center

Alkis-Küçükaydin, Mensure; Uluçinar Sagir, Safak; Kösterelioglu, Ilker

2016-01-01

Science Course Curriculum was revised in Turkey in 2013 and some methods and strategies were suggested to be included such as argumentation. This study includes the evaluation of in-service training applied as pilot study for introducing argumentation to elementary school teachers. The study consists of applying needs analysis, preparing and…

Nursing and euthanasia: a review of argument-based ethics literature.

PubMed

Quaghebeur, Toon; Dierckx de Casterlé, Bernadette; Gastmans, Chris

2009-07-01

This article gives an overview of the nursing ethics arguments on euthanasia in general, and on nurses' involvement in euthanasia in particular, through an argument-based literature review. An in-depth study of these arguments in this literature will enable nurses to engage in the euthanasia debate. We critically appraised 41 publications published between January 1987 and June 2007. Nursing ethics arguments on (nurses' involvement in) euthanasia are guided primarily by the principles of respect for autonomy, nonmaleficence, beneficence and justice. Ethical arguments related to the nursing profession are described. From a care perspective, we discuss arguments that evaluate to what degree euthanasia can be considered positively or negatively as a form of good nursing care. Most arguments in the principle-, profession- and care-orientated approaches to nursing ethics are used both pro and contra euthanasia in general, and nurses' involvement in euthanasia in particular.

Evaluation of the "e-rater"® Scoring Engine for the "GRE"® Issue and Argument Prompts. Research Report. ETS RR-12-02

ERIC Educational Resources Information Center

Ramineni, Chaitanya; Trapani, Catherine S.; Williamson, David M.; Davey, Tim; Bridgeman, Brent

2012-01-01

Automated scoring models for the "e-rater"® scoring engine were built and evaluated for the "GRE"® argument and issue-writing tasks. Prompt-specific, generic, and generic with prompt-specific intercept scoring models were built and evaluation statistics such as weighted kappas, Pearson correlations, standardized difference in…

Evaluating Science Arguments: Evidence, Uncertainty, and Argument Strength

ERIC Educational Resources Information Center

Corner, Adam; Hahn, Ulrike

2009-01-01

Public debates about socioscientific issues are increasingly prevalent, but the public response to messages about, for example, climate change, does not always seem to match the seriousness of the problem identified by scientists. Is there anything unique about appeals based on scientific evidence--do people evaluate science and nonscience…

Perceptions of the Nature and 'Goodness' of Argument among College Students, Science Teachers, and Scientists

NASA Astrophysics Data System (ADS)

Abi-El-Mona, Issam; Abd-El-Khalick, Fouad

2011-03-01

This study aimed to elucidate college freshmen science students, secondary science teachers, and scientists' perceptions of 'scientific' argument; to compare participants' perceptions with Stephen Toulmin's analytical framework of argument; and to characterize the criteria that participants deployed when assessing the 'quality' or 'goodness' of arguments. Thirty students, teachers, and scientists-with 10 members in each group-participated in two semi-structured individual interviews. During the first interview, participants generated an argument in response to a socioscientific issue. In the second interview, each participant 'evaluated' three arguments generated by a member from each participant group without being privy to the arguer's group membership. Interview transcripts were qualitatively analyzed. The findings point to both similarities and differences between participants' conceptions of argument and those based on Toulmin's analytical framework. Participants used an array of common and idiosyncratic criteria to judge the quality or goodness of argument. Finally, contrary to expectations, participants independently agreed that the 'best' arguments were those generated by participant science teachers.

Constructing Scientific Arguments Using Evidence from Dynamic Computational Climate Models

NASA Astrophysics Data System (ADS)

Pallant, Amy; Lee, Hee-Sun

2015-04-01

Modeling and argumentation are two important scientific practices students need to develop throughout school years. In this paper, we investigated how middle and high school students ( N = 512) construct a scientific argument based on evidence from computational models with which they simulated climate change. We designed scientific argumentation tasks with three increasingly complex dynamic climate models. Each scientific argumentation task consisted of four parts: multiple-choice claim, openended explanation, five-point Likert scale uncertainty rating, and open-ended uncertainty rationale. We coded 1,294 scientific arguments in terms of a claim's consistency with current scientific consensus, whether explanations were model based or knowledge based and categorized the sources of uncertainty (personal vs. scientific). We used chi-square and ANOVA tests to identify significant patterns. Results indicate that (1) a majority of students incorporated models as evidence to support their claims, (2) most students used model output results shown on graphs to confirm their claim rather than to explain simulated molecular processes, (3) students' dependence on model results and their uncertainty rating diminished as the dynamic climate models became more and more complex, (4) some students' misconceptions interfered with observing and interpreting model results or simulated processes, and (5) students' uncertainty sources reflected more frequently on their assessment of personal knowledge or abilities related to the tasks than on their critical examination of scientific evidence resulting from models. These findings have implications for teaching and research related to the integration of scientific argumentation and modeling practices to address complex Earth systems.

Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms

NASA Astrophysics Data System (ADS)

Choi, Aeran; Notebaert, Andrew; Diaz, Juan; Hand, Brian

2010-03-01

A critical component of science is the role of inquiry and argument in moving scientific knowledge forward. However, while students are expected to engage in inquiry activities in science classrooms, there is not always a similar emphasis on the role of argument within the inquiry activities. Building from previous studies on the Science Writing Heuristic (SWH), we were keen to find out if the writing structure used in the SWH approach helped students in Year 5, 7, and 10 to create well constructed arguments. We were also interested in examining which argument components were important for the quality of arguments generated by these students. Two hundred and ninety six writing samples were scored using an analysis framework to evaluate the quality of arguments. Step-wise multiple regression analyses were conducted to determine important argument components. The results of this study suggest that the SWH approach is useful in assisting students to develop reasonable arguments. The critical element determining the quality of the arguments is the relationship between the student’s written claims and his or her evidence.

A new twist to the No Miracles Argument for the success of science.

PubMed

Wray, K Brad

2018-06-01

J. D. Trout has recently developed a new defense of scientific realism, a new version of the No Miracles Argument. I critically evaluate Trout's novel defense of realism. I argue that Trout's argument for scientific realism and the related explanation for the success of science are self-defeating. In the process of arguing against the traditional realist strategies for explaining the success of science, he inadvertently undermines his own argument. Copyright © 2018 Elsevier Ltd. All rights reserved.

Using climate change scenarios to assess high school students' argumentation skills

NASA Astrophysics Data System (ADS)

Dawson, Vaille; Carson, Katherine

2017-01-01

Background: Many international science curriculum documents mandate that students should be able to participate in argument, debate and decision-making about contemporary science issues affecting society. Termed socioscientific issues, these topics provide students with opportunities to use their scientific knowledge to discuss, debate and defend their decisions and to evaluate the arguments of their peers.

The Combined Effects of Response Time and Message Content on Growth Patterns of Discussion Threads in Computer-Supported Collaborative Argumentation

ERIC Educational Resources Information Center

Jeong, Allan

2004-01-01

This study examined the effects of response time and message content on the growth patterns of discussion threads in computer-supported collaborative argumentation. Event sequence analysis was used to measure response times between threaded messages and responses containing arguments, evidence, critiques, evaluations, and other comments from…

Students' Strengths and Weaknesses in Evaluating Technical Arguments as Revealed through Implementing Calibrated Peer Review™ in a Bioengineering Laboratory

ERIC Educational Resources Information Center

Volz, Tracy; Saterbak, Ann

2009-01-01

In engineering fields, students are expected to construct technical arguments that demonstrate a discipline's expected use of logic, evidence, and conventions. Many undergraduate bioengineering students struggle to enact the appropriate argument structures when they produce technical posters. To address this problem we implemented Calibrated Peer…

Lakatos' Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio-Scientific Issues

ERIC Educational Resources Information Center

Chang, Shu-Nu; Chiu, Mei-Hung

2008-01-01

The purpose of this study is to explore how Lakatos' scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio-scientific issues. Seventy undergraduate science and non-science majors were asked to make written arguments about four socio-scientific issues. Our analysis…

The great slippery-slope argument.

PubMed

Burgess, J A

1993-09-01

Whenever some form of beneficent killing--for example, voluntary euthanasia--is advocated, the proposal is greeted with a flood of slippery-slope arguments warning of the dangers of a Nazi-style slide into genocide. This paper is an attempt systematically to evaluate arguments of this kind. Although there are slippery-slope arguments that are sound and convincing, typical formulations of the Nazi-invoking argument are found to be seriously deficient both in logical rigour and in the social history and psychology required as a scholarly underpinning. As an antidote, an attempt is made both to identify some of the likely causes of genocide and to isolate some of the more modest but legitimate fears that lie behind slippery-slope arguments of this kind.

The great slippery-slope argument.

PubMed Central

Burgess, J A

1993-01-01

Whenever some form of beneficent killing--for example, voluntary euthanasia--is advocated, the proposal is greeted with a flood of slippery-slope arguments warning of the dangers of a Nazi-style slide into genocide. This paper is an attempt systematically to evaluate arguments of this kind. Although there are slippery-slope arguments that are sound and convincing, typical formulations of the Nazi-invoking argument are found to be seriously deficient both in logical rigour and in the social history and psychology required as a scholarly underpinning. As an antidote, an attempt is made both to identify some of the likely causes of genocide and to isolate some of the more modest but legitimate fears that lie behind slippery-slope arguments of this kind. PMID:8230150

Validity of the General Conceptual Ability Score from the Differential Ability Scales as a Function of Significant and Rare Interfactor Variability

ERIC Educational Resources Information Center

Kotz, Kasey M.; Watkins, Marley W.; McDermott, Paul A.

2008-01-01

Some researchers have argued that discrepant broad index scores invalidate IQs, but others have questioned the fundamental logic of that argument. To resolve this debate, the present study used a nationally representative sample of children (N = 1,200) who were matched individually for IQ. Children with significantly uneven broad index score…

Effects of Text Content and Beliefs on Informal Argument Evaluation

ERIC Educational Resources Information Center

Wolfe, Michael B.; Williams, Todd J.

2017-01-01

We examined the influence of reading a one-sided text on informal argument evaluation. After reporting initial beliefs in a separate online prescreening, subjects with polarized beliefs read a belief-consistent or -inconsistent text about the benefits of spanking children as a means of discipline. After reading, subjects reported their beliefs and…

Enhancing and Evaluating Scientific Argumentation in the Inquiry-Oriented College Chemistry Classroom

ERIC Educational Resources Information Center

D'Souza, Annabel Nica

2017-01-01

The research presented in chapters 2, 3, and 4 in this dissertation uses a sociocultural and sociohistorical lens, particularly around power, authority of knowledge and identity formation, to investigate the complexity of engaging in, supporting, and evaluating high-quality argumentation within a college biochemistry inquiry-oriented classroom.…

Eliminate with Created Argument Environment after Evaluated and Categorized Misconceptions in an Ontological Sense

ERIC Educational Resources Information Center

Kinik Topalsan, Aysegul; Bayram, Hale

2017-01-01

This study aimed to ascertain misconceptions of students about basic physical concepts in the "Force and Motion" unit of secondary school seventh class curriculum, to eliminate the misconceptions with created argument environment and traditional approaches after evaluated, and categorize these misconceptions in an ontological sense.…

Seventh Graders' Ways of Reasoning in Evaluating and Generating Arguments about Climate Change Issues

ERIC Educational Resources Information Center

Choi, Soyoung

2011-01-01

The present study explored how seventh graders develop their understanding of climate change issues. Particularly, I focused on identifying students' ways of reasoning in evaluating and generating arguments. I also investigated whether students reason differently about climate change issues depending on the relevance of the issues to their daily…

Looking for a Location: Dissociated Effects of Event-Related Plausibility and Verb–Argument Information on Predictive Processing in Aphasia

PubMed Central

Dickey, Michael Walsh; Warren, Tessa

2016-01-01

Purpose This study examined the influence of verb–argument information and event-related plausibility on prediction of upcoming event locations in people with aphasia, as well as older and younger, neurotypical adults. It investigated how these types of information interact during anticipatory processing and how the ability to take advantage of the different types of information is affected by aphasia. Method This study used a modified visual-world task to examine eye movements and offline photo selection. Twelve adults with aphasia (aged 54–82 years) as well as 44 young adults (aged 18–31 years) and 18 older adults (aged 50–71 years) participated. Results Neurotypical adults used verb argument status and plausibility information to guide both eye gaze (a measure of anticipatory processing) and image selection (a measure of ultimate interpretation). Argument status did not affect the behavior of people with aphasia in either measure. There was only limited evidence of interaction between these 2 factors in eye gaze data. Conclusions Both event-related plausibility and verb-based argument status contributed to anticipatory processing of upcoming event locations among younger and older neurotypical adults. However, event-related likelihood had a much larger role in the performance of people with aphasia than did verb-based knowledge regarding argument structure. PMID:27997951

Evaluating the message or the messenger? Implications for self-validation in persuasion.

PubMed

Clark, Jason K; Wegener, Duane T; Sawicki, Vanessa; Petty, Richard E; Briñol, Pablo

2013-12-01

Characteristics of persuasive message sources have been extensively studied. However, little attention has been paid to situations when people are motivated to form an evaluation of the communicator rather than the communicated issue. We postulated that these different foci can affect how a source validates message-related cognitions. Participants focused on the source (Studies 1 and 2) or the issue (Study 2) while reading weak or strong message arguments. Later, the communicator was described as low or high in credibility. When focused on the source, highly motivated participants were more confident and their attitudes were more reflective of thoughts when argument quality matched (e.g., weak arguments-low credibility) rather than mismatched (e.g., weak arguments-high credibility) source credibility. Conversely, when participants were focused on the issue, self-validation was greater when credibility was high rather than low-regardless of argument quality. Implications of these findings for the study and practice of persuasion are discussed.

Modeling the Effects of Argument Length and Validity on Inductive and Deductive Reasoning

ERIC Educational Resources Information Center

Rotello, Caren M.; Heit, Evan

2009-01-01

In an effort to assess models of inductive reasoning and deductive reasoning, the authors, in 3 experiments, examined the effects of argument length and logical validity on evaluation of arguments. In Experiments 1a and 1b, participants were given either induction or deduction instructions for a common set of stimuli. Two distinct effects were…

Developing an Initial Learning Progression for the Use of Evidence in Decision-Making Contexts

ERIC Educational Resources Information Center

Bravo-Torija, Beatriz; Jiménez-Aleixandre, María-Pilar

2018-01-01

This paper outlines an initial learning progression for the use of evidence to support scientific arguments in the context of decision-making. Use of evidence is a central feature of knowledge evaluation and, therefore, of argumentation. The proposal is based on the literature on argumentation and use of evidence in decision-making contexts. The…

Stanovich's arguments against the "adaptive rationality" project: An assessment.

PubMed

Polonioli, Andrea

2015-02-01

This paper discusses Stanovich's appeal to individual differences in reasoning and decision-making to undermine the "adaptive rationality" project put forth by Gigerenzer and his co-workers. I discuss two different arguments based on Stanovich's research. First, heterogeneity in the use of heuristics seems to be at odds with the adaptationist background of the project. Second, the existence of correlations between cognitive ability and susceptibility to cognitive bias suggests that the "standard picture of rationality" (Stein, 1996, 4) is normatively adequate. I argue that, as matters stand, none of the arguments can be seen as fully compelling. Nevertheless, my discussion is not only critical of Stanovich's research, as I also show that (and how) his research can push forward the so-called "rationality debate" by encouraging greater theoretical and experimental work. Copyright © 2015 Elsevier Ltd. All rights reserved.

Stem cell research in Germany: ethics of healing vs. human dignity.

PubMed

Oduncu, Fuat S

2003-01-01

On 25 April 2002, the German Parliament has passed a strict new law referring to stem cell research. This law took effect on July 1, 2002. The so-called embryonic Stem Cell Act ("Stammzellgesetz-StZG") permits the import of embryonic stem (ES) cells isolated from surplus lvF-embryos for research reasons. The production itself of ES cells from human blastocysts has been prohibited by the German Embryo Protection Act of 1990, with the exception of the use of ES cells which exist already. The debate on the legitimate use of ES cells escalated, after the main German research funding agency, the Deutsche Forschungsgemeinschaft (DFG), unexpectedly published new guidelines recommending a restricted use of human ES cells for research. Meanwhile, the debate has ethically divided society, political parties, government and church members into a group supporting and a group rejecting ES cell research. The arguments in favour of such a research can be summarized as arguments derived from a new "ethics of healing" calling for a therapeutic imperative, whereas the arguments against can be summarized as arguments violating the fundamental principle of human dignity as they imply the destruction of human embryos. This article will try to present and evaluate various ethical arguments founded on the latest biological and medical data on the potential use of stem cell technologies. It will finally come to the conclusion that ES cell research is opposed to human dignity, since the procedures of isolating ES cells require the destruction and instrumentalization of human embryos. Human embryos are human beings at a very early stage of their development, fully possessing the ability of completing their development. At this very early stage, human embryos are extremely dependent and fragile, and thus vulnerable corporealities. Vulnerability and human dignity demand the protection of the embryo's corporeal integrity. Hence, this essay will try to propagate research with adult stem (AS) cells, a procedure which does not require the destruction of human embryos; with regard to the necessary plasticity, it should be emphasized that AS cells very much resemble ES cells.

The development rubrics skill argued as alternative assessment floating and sinking materials

NASA Astrophysics Data System (ADS)

Viyanti; Cari; Sunarno, Widha; Prasetyo, Zuhdan Kun

2017-11-01

The quality of arguing to learners of floating and sinking material can be assessed by using the rubric of an argumentation assessment skill as an alternative assessment. The quality of the argument is measured by the ability of learners to express the claim in a structured manner in order to maintain the claim with supporting data. The purpose of this study was to develop an argument skill rubric based on the preliminary study results which showed a gap between demands and reality related to the students ‘floating and sinking students’ argument skills. This research was conducted in one of State Senior High School Bandar Lampung. The study population is all students of senior high scholl class XI. Research sample was taken by randomly obtained by 20 students. The research used descriptive survey method. Data were obtained through a multiple choice test both grounded and interview. The results were analyzed based on the level of students’ argumentation skills that had met the criteria which developed in the assessment rubric. The results of the data analysis found that the learners are in the range of levels 1 through 3. Based on the data the average learner is at the level of quality argument “high” for component I and the quality of “low” argument for component 2. This indicates learners experience difficulty which making alternative statement supported by reference in accordance with the initial statement submitted. This fact is supported by interviews that learners need a structured strategy to design alternative statements from shared reading sources to support the preliminary statements presented.

About Global Stable of Solutions of Logistic Equation with Delay

NASA Astrophysics Data System (ADS)

Kaschenko, S. A.; Loginov, D. O.

2017-12-01

The article is devoted to the definition of all the arguments for which all positive solutions of logistic equation with delay tend to zero for t → ∞. The authors have proved the acquainted Wright’s conjecture on evaluation of a multitude of such arguments. An approach that enables subsequent refinement of this evaluation has been developed.

The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes

ERIC Educational Resources Information Center

Bulgren, Janis A.; Ellis, James D.; Marquis, Janet G.

2014-01-01

This study explored teachers' use of the Argumentation and Evaluation Intervention (AEI) and associated graphic organizer to enhance the performance of students in middle and secondary science classrooms. The results reported here are from the third year of a design study during which the procedures were developed in collaboration with…

An Investigation of Pre-Service Middle School Mathematics Teachers' Ability to Conduct Valid Proofs, Methods Used, and Reasons for Invalid Arguments

ERIC Educational Resources Information Center

Demiray, Esra; Isiksal Bostan, Mine

2017-01-01

The purposes of this study are to investigate Turkish pre-service middle school mathematics teachers' ability in conducting valid proofs for statements regarding numbers and algebra in terms of their year of enrollment in a teacher education program, to determine the proof methods used in their valid proofs, and to examine the reasons for their…

Are there two processes in reasoning? The dimensionality of inductive and deductive inferences.

PubMed

Stephens, Rachel G; Dunn, John C; Hayes, Brett K

2018-03-01

Single-process accounts of reasoning propose that the same cognitive mechanisms underlie inductive and deductive inferences. In contrast, dual-process accounts propose that these inferences depend upon 2 qualitatively different mechanisms. To distinguish between these accounts, we derived a set of single-process and dual-process models based on an overarching signal detection framework. We then used signed difference analysis to test each model against data from an argument evaluation task, in which induction and deduction judgments are elicited for sets of valid and invalid arguments. Three data sets were analyzed: data from Singmann and Klauer (2011), a database of argument evaluation studies, and the results of an experiment designed to test model predictions. Of the large set of testable models, we found that almost all could be rejected, including all 2-dimensional models. The only testable model able to account for all 3 data sets was a model with 1 dimension of argument strength and independent decision criteria for induction and deduction judgments. We conclude that despite the popularity of dual-process accounts, current results from the argument evaluation task are best explained by a single-process account that incorporates separate decision thresholds for inductive and deductive inferences. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Sound Arguments and Power in Evaluation Research and Policy-Making: A Measuring Instrument and Its Application.

ERIC Educational Resources Information Center

Propper, Igno M. A. M.

1993-01-01

Proposes an instrument for assessing the extent to which either sound arguments or power are found in scientific and political discussions. Empirical research is described that investigated the relation between the quality of evaluation research and the quality of discussion in policy-making processes in which the research is used. (Contains 47…

To the core of porcine matter: evaluating arguments against producing transgenic pigs.

PubMed

Ravelingien, A; Braeckman, J

2004-07-01

The production of transgenic pigs for xenotransplantation is based on an urgent human need for transplantable organs. Although the particular genetic modifications are small and do not alter the organism phenotypically, several authors consider it to be morally problematic. In this paper we attempt to establish if there are genuine reasons to refrain from producing 'humanized' pigs. We distinguish between two types of ethical arguments against transgenesis often confused in debating the matter: consequentialist and inherent arguments. Whereas the first type of argument pertains to the potentially negative effects of the procedure, the second type claims that genetic engineering of animals is 'inherently' wrong; that the action itself regardless of the effects - is to be considered immoral. If this is the case, then the discussion need not be taken further. If not, then these arguments do not stand in evaluating the procedure. We demonstrate that none of the claims asserting inherent wrongness of transgenesis is valid as such. Sound resistance to producing transgenic pigs is restricted to concerns regarding the concrete effects of the applications.

lIlness as argumentation: a prolegomenon to the rhetorical study of contestable complaints.

PubMed

Segal, Judy Z

2007-04-01

The resources of rhetorical theory, the classical theory of persuasion, can be marshaled to help physicians evaluate patient complaints for which there is no corresponding objective evidence and which rely, therefore, on the persuasiveness of patients to be taken seriously (contestable complaints). An appropriate focus for the evaluation of such complaints is argumentation itself: what, in the absence of objective evidence of disease, counts as a good argument for a patient to be eligible for medical attention? How do patients convince physicians that they are ill and in need of care - and, conversely, how do physicians convince patients, when the need arises, that they are well and not good candidates for medical intervention? Two rhetorical concepts are especially productive for the analysis of argumentation. One is kairos, the Sophistic notion of contingency, and the other is pisteis, the Aristotelian catalogue of persuasive appeals. A focus on types of arguments directs attention away from types of patients (difficult, suspect, malingering and so on), and provides a more neutral means of judging claims to illness.

Frontotemporal Dementia Selectively Impairs Transitive Reasoning About Familiar Spatial Environments

PubMed Central

Vartanian, Oshin; Goel, Vinod; Tierney, Michael; Huey, Edward D.; Grafman, Jordan

2010-01-01

Although patients with frontotemporal dementia (FTD) are known to exhibit a wide range of cognitive and personality difficulties, some evidence suggests that there may be a degree of selectivity in their reasoning impairments. Based on a recent review of the neuroimaging literature on reasoning, the authors hypothesized that the presence or absence of familiar content may have a selective impact on the reasoning abilities of patients with FTD. Specifically, the authors predicted that patients with frontalvariant FTD would be more impaired when reasoning about transitive arguments involving familiar spatial environments than when reasoning about identical logical arguments involving unfamiliar spatial environments. As predicted, patients with FTD were less accurate than normal controls only when the content of arguments involved familiar spatial environments. These results indicate a degree of selectivity in the cognitive deficits of this patient population and suggest that the frontal-temporal lobe system may play a necessary role in reasoning about familiar material. PMID:19702415

Lecture Notes on Requirements Elicitation

DTIC Science & Technology

1994-03-01

ability to abstract away from the details of a problem and design a system that not only solves the problem but incorporates cutting-edge technology and...sound argument is presented. You have the uncanny ability to abstract away from the details of a problem and design a system that not only solves the... problem - solving skills on your last project, where you were the principle requirements analyst. Your undergraduate degree is in mathematics , and you

Shooting the messenger to spite the message? Exploring reactions to claims of racial bias.

PubMed

Schultz, Jennifer R; Maddox, Keith B

2013-03-01

Two experiments examined aspects of the communicator, message, and audience in producing evaluative backlash toward minorities who make claims of ongoing racial bias. In Experiment 1, participants evaluated a White or Black confederate who gave a speech expressing no claim, a mild claim, or an extreme claim of racial bias. Results indicated a race-specific evaluative backlash: Participants more negatively rated Black compared with White communicators, but only when the claim was extreme. Experiment 2 found that participants more negatively rated Black (vs. White) communicators when they used low-quality arguments, but this backlash was eliminated when Black communicators used high-quality arguments. Furthermore, participants who held stronger meritocracy beliefs and who heard low-quality arguments were more likely to evaluate Black communicators harshly. These findings clarify the conditions under which people from advantaged groups are more likely to recognize claims of racial bias as legitimate and respond favorably to the communicator.

Critical Thinking and Constructivism: Mambo Dog Fish to the Banana Patch

ERIC Educational Resources Information Center

Boghossian, Peter

2012-01-01

Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms--the ability to correct a student's propositions and cognitions…

"Kill the Baby": Making All Things Equal.

ERIC Educational Resources Information Center

Agne, Karen

1999-01-01

Suggests that the trend toward detracking and inclusion in schools is socio-politically motivated. Rebuts arguments that tracking is racist and damages self-esteem and identifies harmful effects of heterogeneous grouping. Concludes that tracking and ability grouping have a place in education. (SK)

Building bridges between doctors and patients: the design and pilot evaluation of a training session in argumentation for chronic pain experts.

PubMed

Zanini, Claudia; Sarzi-Puttini, Piercarlo; Atzeni, Fabiola; Di Franco, Manuela; Rubinelli, Sara

2015-05-19

Shared decision-making requires doctors to be competent in exchanging views with patients to identify the appropriate course of action. In this paper we focus on the potential of a course in argumentation as a promising way to empower doctors in presenting their viewpoints and addressing those of patients. Argumentation is the communication process in which the speaker, through the use of reasons, aims to convince the interlocutor of the acceptability of a viewpoint. The value of argumentation skills for doctors has been addressed in the literature. Yet, there is no research on what a course on argumentation might look like. In this paper, we present the content and format of a training session in argumentation for doctors and discuss some insights gained from a pilot study that examined doctors' perceived strengths and limitations vis-à-vis this training. The training session (eight hours) combined different aspects from prominent theories of argumentation and was designed to strengthen doctors' argumentative discussion skills. A convenient, self-selected sample of 17 doctors who were experts in the field of chronic pain participated in the training and evaluated it via a feedback form and semi-structured interviews. The participants found that the training session gave a structure to types of communication they use to interact with their patients, and taught them techniques that can increase their effectiveness. Moreover, it provided tools to help address some of the challenges of modern doctor-patient interactions, including dealing with patients' unrealistic expectations and medically inaccurate beliefs, and reaching agreement when there are differences of opinion. This study enriches the research in the field of medical education. In line with the findings of studies that explore the value of argumentation in different fields, argumentative discussion skills can be applied by doctors to express their views and to account for the views of patients without patronizing the interaction. In this paper, we provide a basis to reflect on the value of argumentation in enhancing patients' right to autonomy and self-determination in interactions with their doctors.

Automated Writing Evaluation for Formative Assessment of Second Language Writing: Investigating the Accuracy and Usefulness of Feedback as Part of Argument-Based Validation

ERIC Educational Resources Information Center

Ranalli, Jim; Link, Stephanie; Chukharev-Hudilainen, Evgeny

2017-01-01

An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be validated in terms of their intended interpretations and uses. A recent argument-based validation framework…

Early sensitivity of left perisylvian cortex to relationality in nouns and verbs.

PubMed

Williams, Adina; Reddigari, Samir; Pylkkänen, Liina

2017-06-01

The ability to track the relationality of concepts, i.e., their capacity to encode a relationship between entities, is one of the core semantic abilities humans possess. In language processing, we systematically leverage this ability when computing verbal argument structure, in order to link participants to the events they participate in. Previous work has converged on a large region of left posterior perisylvian cortex as a locus for such processing, but the wide range of experimental stimuli and manipulations has yielded an unclear picture of the region's exact role(s). Importantly, there is a tendency for effects of relationality in single-word studies to localize to posterior temporo-parietal cortex, while argument structure effects in sentences appear in left superior temporal cortex. To characterize these sensitivities, we designed two MEG experiments that cross the factors relationality and eventivity. The first used minimal noun phrases and tested for an effect of semantic composition, while the second employed full sentences and a manipulation of grammatical category. The former identified a region of the left inferior parietal lobe sensitive to relationality, but not eventivity or combination, beginning at 170ms. The latter revealed a similarly-timed effect of relationality in left mid-superior temporal cortex, independent of eventivity and category. The results suggest that i) multiple sub-regions of perisylvian cortex are sensitive to the relationality carried by concepts even in the absence of arguments, ii) linguistic context modulates the locus of this sensitivity, consistent with prior studies, and iii) relationality information is accessed early - before 200ms - regardless of the concept's event status or syntactic category. Copyright © 2017 Elsevier Ltd. All rights reserved.

Intentionally flawed manuscripts as means for teaching students to critically evaluate scientific papers.

PubMed

Ferenc, Jaroslav; Červenák, Filip; Birčák, Erik; Juríková, Katarína; Goffová, Ivana; Gorilák, Peter; Huraiová, Barbora; Plavá, Jana; Demecsová, Loriana; Ďuríková, Nikola; Galisová, Veronika; Gazdarica, Matej; Puškár, Marek; Nagy, Tibor; Nagyová, Soňa; Mentelová, Lucia; Slaninová, Miroslava; Ševčovicová, Andrea; Tomáška, Ľubomír

2018-01-01

As future scientists, university students need to learn how to avoid making errors in their own manuscripts, as well as how to identify flaws in papers published by their peers. Here we describe a novel approach on how to promote students' ability to critically evaluate scientific articles. The exercise is based on instructing teams of students to write intentionally flawed manuscripts describing the results of simple experiments. The teams are supervised by instructors advising the students during manuscript writing, choosing the 'appropriate' errors, monitoring the identification of errors made by the other team and evaluating the strength of their arguments in support of the identified errors. We have compared the effectiveness of the method with a journal club-type seminar. Based on the results of our assessment we propose that the described seminar may effectively complement the existing approaches to teach critical scientific thinking. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):22-30, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

[Evaluation of arguments in research reports].

PubMed

Botes, A

1999-06-01

Some authors on research methodology are of opinion that research reports are based on the logic of reasoning and that such reports communicate with the reader by presenting logical, coherent arguments (Böhme, 1975:206; Mouton, 1996:69). This view implies that researchers draw specific conclusions and that such conclusions are justified by way of reasoning (Doppelt, 1998:105; Giere, 1984:26; Harre, 1965:11; Leherer & Wagner, 1983 & Pitt, 1988:7). The structure of a research report thus consists mainly of conclusions and reasons for such conclusions (Booth, Colomb & Williams, 1995:97). From this it appears that justification by means of reasoning is a standard procedure in research and research reports. Despite the fact that the logic of research is based on reasoning, that the justification of research findings by way of reasoning appears to be standard procedure and that the structure of a research report comprises arguments, the evaluation or assessment of research, as described in most textbooks on research methodology (Burns & Grove, 1993:647; Creswell, 1994:193; LoBiondo-Wood & Haber, 1994:441/481) does not focus on the arguments of research. The evaluation criteria for research reports which are set in these textbooks are related to the way in which the research process is carried out and focus on the measures for internal, external, theoretical, measurement and inferential validity. This means that criteria for the evaluation of research are comprehensive and they should be very specific in respect of each type of research (for example quantitative or qualitative). When the evaluation of research reports is focused on arguments and logic, there could probably be one set of universal standards against which all types of human science research reports can be assessed. Such a universal set of standards could possibly simplify the evaluation of research reports in the human sciences since they can be used to assess all the critical aspects of research reports. As arguments from the basic structure of research reports and are probably also important in the evaluation of research reports in the human sciences, the following questions which I want to answer, are relevant to this paper namely: What are the standards which the reasoning in research reports in the human sciences should meet? How can research reports in the human sciences be assessed or evaluated according to these standards? In answering the first question, the logical demands that are made on reasoning in research are investigated. From these demands the acceptability of the statements, relevance and support of the premises to the conclusion are set as standards for reasoning in research. In answering the second question, a research article is used to demonstrate how the macro- and micro-arguments of research reports can be assessed or evaluated according to these standards. With evaluation it is indicated that the aspects of internal, external, theoretical, measurement and inferential validity can be evaluated according to these standards.

The Effect of Scaffolding Strategies for Inscriptions and Argumentation in a Science Cyberlearning Environment

NASA Astrophysics Data System (ADS)

Kern, Cindy L.; Crippen, Kent J.

2017-02-01

Scientific inscriptions—graphs, diagrams, and data—and argumentation are integral to learning and communicating science and are common elements in cyberlearning environments—those involving the use of networked learning technologies. However, previous research has indicated that learners struggle to use inscriptions and when they engage in argumentation, the learning of science content becomes secondary to the learning of argumentation skills. The purpose of this study was to evaluate two scaffolding strategies for these elements in a secondary school context: (1) self- explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific arguments. Participants consisted of ninth and tenth grade students (age 13-16 years; N = 245) enrolled in state-mandated biology courses taught by four different teachers. A three-factor mixed model analysis of variance with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre-, post-, delayed posttest) was used to evaluate the effects on the acquisition and retention of domain-specific content knowledge. Results indicated that neither strategy influenced the acquisition and retention of science content in a positive (i.e., learning) or negative (i.e., expertise reversal effect) way. Thus, general prompts were as effective as either of the scaffolding conditions. These unanticipated results suggest that additional research is warranted for learning scaffolds with pre-college populations where the gains were established with college-aged participants.

Accepting Evolution or Discarding Science

ERIC Educational Resources Information Center

Sharpes, Donald K.; Peramas, Mary M.

2006-01-01

Challenging basic principles of constitutional law, advocates of intelligent design are undermining educators' ability to teach evolution in their science classrooms. Because US Supreme Court rulings now prohibit creationist accounts of the origin of life in schools, arguments favoring divine intervention, known as intelligent design, have emerged…

The Literacy Component of Mathematical and Scientific Literacy

ERIC Educational Resources Information Center

Yore, Larry D.; Pimm, David; Tuan, Hsiao-Lin

2007-01-01

This opening article of the Special Issue makes an argument for parallel definitions of scientific literacy and mathematical literacy that have shared features: importance of general cognitive and metacognitive abilities and reasoning/thinking and discipline-specific language, habits-of-mind/emotional dispositions, and information communication…

Making sense scientific claims in advertising. A study of scientifically aware consumers.

PubMed

Dodds, Rachel E; Tseëlon, Efrat; Weitkamp, Emma L C

2008-04-01

Evidence that science is becoming increasingly embedded in culture comes from the proliferation of discourses of ethical consumption, sustainability, and environmental awareness. Al Gore's recent award, along with UN's Inter-governmental Panel on Climate Change (IPCC) of the Nobel peace prize-- provided a recent high profile linking of consumption and science. It is not clear to what extent the public at large engages in evaluating the scientific merits of the arguments about the link between human consumption and global environmental catastrophes. But on a local scale, we are routinely required to evaluate, scientific and pseudoscientific claims in advertising. Since advertising is used to sell products, the discourse of scientifically framed claims is being used to persuade consumers of the benefits of these products. In the case of functional foods and cosmetics, such statements are deployed to promote the health benefits and effectiveness of their products. This exploratory study examines the views of British consumers about the scientific and pseudoscientific claims made in advertisements for foods, with particular reference to functional foods, and cosmetics. The participants in the study all worked in scientific environments, though they were not all scientists. The study found that scientific arguments that were congruent with existing health knowledge tended to be accepted while pseudoscientific knowledge was regarded skeptically and concerns were raised over the accuracy and believability of the pseudoscientific claims. It appears that scientific awareness may play a part in consumers' ability to critically examine scientifically and pseudoscientifically based advertising claims.

Containerless synthesis of interesting glasses

NASA Technical Reports Server (NTRS)

Weinberg, Michael C.

1990-01-01

One aspect of containerless glass experimentation was thoroughly examined: glass forming ability. It is argued that although containerless processing will abet glass formation, other ground-based methods can do the job better. However, these methods have limitations, such as sample dimensions and concomitant ability to make property measurements. Most importantly, perhaps, is the observation that glass properties are a function of preparation procedure. Thus, it seems as though there still is an argument for use of containerless processing for glass forming.

Profile of mathematical reasoning ability of 8th grade students seen from communicational ability, basic skills, connection, and logical thinking

NASA Astrophysics Data System (ADS)

Sumarsih; Budiyono; Indriati, D.

2018-04-01

This research aims to understand the students’ weaknesses in mathematical reasoning ability in junior secondary school. A set of multiple choice tests were used to measure this ability involve components mathematical communication, basic skills, connection, and logical thinking. A total of 259 respondents were determined by stratified cluster random sampling. Data were analyzed using one-way Anova test with Fobs = 109.5760 and F = 3.0000. The results show that students’ ability from schools with high National Exam in mathematics category was the best and followed by medium and low category. Mathematical connection is the most difficult component performed by students. In addition, most students also have difficulty in expressing ideas and developing logical arguments.

The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram

NASA Astrophysics Data System (ADS)

Cardoso Mendonça, Paula Cristina; Justi, Rosária

2013-09-01

Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and intermolecular interactions. The teaching activities were planned from the transposition of the main modelling stages that constitute the 'Model of Modelling Diagram' so that students could experience each of such stages. All the lessons were video recorded and their transcriptions supported the elaboration of case studies for each group of students. From the analysis of the case studies, we identified argumentative situations when students performed all of the modelling stages. Our data show that the argumentative situations were related to sense making, articulating and persuasion purposes, and were closely related to the generation of explanations in the modelling processes. They also show that representations are important resources for argumentation. Our results are consistent with some of those already reported in the literature regarding the relationship between modelling and argumentation, but are also divergent when they show that argumentation is not only related to the model evaluation phase.

Examining causal components and a mediating process underlying self-generated health arguments for exercise and smoking cessation.

PubMed

Baldwin, Austin S; Rothman, Alexander J; Vander Weg, Mark W; Christensen, Alan J

2013-12-01

Self-persuasion-generating one's own arguments for engaging in a specific behavior-can be an effective strategy to promote health behavior change, yet the causal processes that explain why it is effective are not well-specified. We sought to elucidate specific causal components and a mediating process of self-persuasion in two health behavior domains: physical activity and smoking. In two experiments, participants were randomized to write or read arguments about regular exercise (Study 1: N = 76; college students) or smoking cessation (Study 2: N = 107; daily smokers). In Study 2, we also manipulated the argument content (matched vs. mismatched participants' own concerns about smoking) to isolate its effect from the effect of argument source (self vs. other). Study outcomes included participants' reports of argument ratings, attitudes, behavioral intentions (Studies 1 & 2), and cessation attempts at 1 month (Study 2). In Study 1, self-generated arguments about exercise were evaluated more positively than other arguments (p = .01, d = .63), and this biased processing mediated the self-generated argument effect on attitudes toward exercise (β = .08, 95% CI = .01, .18). In Study 2, the findings suggested that biased processing occurs because self-generated argument content matches people's own health concerns and not because of the argument source (self vs. other). In addition, self-generated arguments indirectly led to greater behavior change intentions (Studies 1 & 2) and a greater likelihood of a smoking cessation attempt (Study 2). The findings elucidate a causal component and a mediating process that explain why self-persuasion and related behavior change interventions, such as motivational interviewing, are effective. Findings also suggest that self-generated arguments may be an efficient way to deliver message interventions aimed at changing health behaviors.

Understanding ill-structured engineering ethics problems through a collaborative learning and argument visualization approach.

PubMed

Hoffmann, Michael; Borenstein, Jason

2014-03-01

As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE's insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports the value of deliberative learning practices. The second results from a critique of the traditional case-study approach in engineering ethics. A key problem with standard cases is that they are usually described in such a fashion that renders the ethical problem as being too obvious and simplistic. The practitioner, by contrast, may face problems that are ill-structured. In the collaborative learning environment described here, groups of students use interactive and web-based argument visualization software called "AGORA-net: Participate - Deliberate!". The function of the software is to structure communication and problem solving in small groups. Students are confronted with the task of identifying possible stakeholder positions and reconstructing their legitimacy by constructing justifications for these positions in the form of graphically represented argument maps. The argument maps are then presented in class so that these stakeholder positions and their respective justifications become visible and can be brought into a reasoned dialogue. Argument mapping provides an opportunity for students to collaborate in teams and to develop critical thinking and argumentation skills.

Integrating Scientific Argumentation to Improve Undergraduate Writing and Learning in a Global Environmental Change Course

DOE Office of Scientific and Technical Information (OSTI.GOV)

Koffman, Bess G.; Kreutz, Karl J.; Trenbath, Kim

We present a strategy for using scientific argumentation in an early undergraduate laboratory course to teach disciplinary writing practices and to promote critical thinking, knowledge transformation, and understanding of the scientific method. The approach combines targeted writing instruction; data analysis and interpretation; formulation of a hypothesis; and construction of an argument. Students submit and receive feedback on two drafts of two different argumentation essays, providing the opportunity for guided practice. Each written argument is intended to draw on several weeks' course material, including short lectures, discussions, readings, and problem sets. Thus our aim with these writing assignments is to helpmore » students synthesize content and concepts, deepening their learning. We have found that this inquiry-based approach to writing engages students in course material, and significantly improves both writing and learning. We observed the greatest improvement among students with the lowest initial scores, suggesting that lower-achieving students benefitted disproportionately from this approach. Students have responded positively to the use of writing in the course, many stating on course evaluations that this is the first time they have received instruction in scientific writing. They have also pointed to a greater 'big-picture' understanding of the course gained through writing. We describe the course and our curriculum, and provide suggestions for implementation as well as rubrics used to evaluate problem sets and student argumentation essays.« less

Strategies to Support Ethical Reasoning in Student Argumentation

ERIC Educational Resources Information Center

Carlton Griswold, Joan; Ting Chowning, Jean

2013-01-01

This article discusses the importance and benefits of incorporating ethics\tinto the classroom and presents five strategies that both scaffold students'\tunderstanding of ethical issues and support students' abilities to come to a reasoned and well-supported decision about those issues. (Contains 1 table and 4 notes.)

Anticipation Guides: Reading for Mathematics Understanding

ERIC Educational Resources Information Center

Adams, Anne E.; Pegg, Jerine; Case, Melissa

2015-01-01

With the acceptance by many states of the Common Core State Standards for Mathematics, new emphasis is being placed on students' ability to engage in mathematical practices such as understanding problems (including word problems), reading and critiquing arguments, and making explicit use of definitions (CCSSI 2010). Engaging students in…

Multilevel Modeling of Social Segregation

ERIC Educational Resources Information Center

Leckie, George; Pillinger, Rebecca; Jones, Kelvyn; Goldstein, Harvey

2012-01-01

The traditional approach to measuring segregation is based upon descriptive, non-model-based indices. A recently proposed alternative is multilevel modeling. The authors further develop the argument for a multilevel modeling approach by first describing and expanding upon its notable advantages, which include an ability to model segregation at a…

Changing Resistant Audience Attitudes Using Social Judgment Theory's "Anchor" Point Perspectives

ERIC Educational Resources Information Center

Ramos Salazar, Leslie

2017-01-01

Courses: Public Speaking, Business and Professional Communication, Persuasion, or any other skill-based oral communication course. Objectives: Students will practice the development and demonstration of persuasive arguments in this single-class social judgment theory activity to improve their ability to change resistant audience attitudes.

On the Interfaces among Educational Technology, Creativity, and Chess

ERIC Educational Resources Information Center

Bart, William

2016-01-01

This article provides an examination of interrelationships among educational technology, creativity, and chess. It presents the argument that chess training fosters significant gains in scholastic achievement and cognitive ability. As a vital component in chess training programs, contemporary chess software such as Fritz serves as impressive…

[Humans or material? Three levels of the discourse about the stem cell research from theological-ethical view].

PubMed

Ernst, Stephan

2004-01-01

In the debate on the ethical evaluation of the stem cell research three levels can be differentiated. The first level of argumentation is that of weighing up goods: The possible therapeutical success for thousands of humans seems to justify the consumption of a few embryos. It is show, that this, however, already presupposes - on a second argumentation level - a judgement on the moral status of the embryo. Different moments of time, when human dignity and life protection are ascribe to the embryo, have already been discussed, but in spite of all rationality of the arguments a consensus has not been reached. On this third level of argumentation two fundamental meanings of reality can be differentiated. The empirical-observing and the communicative-participating view. These lead to a different moral evaluation of the embryo. This contribution votes for the priority of the communicative-participating view. It receives addition support by theology and Christian faith.

The Role of Affect and Cognition in Processing Messages about Early Diagnosis for Alzheimer’s Disease by Older People

PubMed Central

De Pelsmacker, Patrick; Lewi, Martine; Cauberghe, Veroline

2017-01-01

Through early diagnosis of symptoms, the Alzheimer’s disease process can be decelerated. The main concern is to encourage the population at risk to take responsible actions at the earliest stage of the onset of the disease. Persuasive communication is essential to achieve this. In an experimental study, the evaluation of awareness messages for early diagnosis containing weak and strong arguments and negative and positive images was performed on a sample of older Belgians. The mediating role of affective responses and message thoughts was explored. Strong arguments led to a more positive evaluation of the message than weak arguments directly and indirectly via the positive effect they had on message affect and thoughts, which, in turn, positively affected message evaluation. A negative message image led to a more positive message evaluation than a positive one. This effect was not mediated by either message affect or message thoughts. PMID:28604627

Towards Measurement of Confidence in Safety Cases

NASA Technical Reports Server (NTRS)

Denney, Ewen; Paim Ganesh J.; Habli, Ibrahim

2011-01-01

Arguments in safety cases are predominantly qualitative. This is partly attributed to the lack of sufficient design and operational data necessary to measure the achievement of high-dependability targets, particularly for safety-critical functions implemented in software. The subjective nature of many forms of evidence, such as expert judgment and process maturity, also contributes to the overwhelming dependence on qualitative arguments. However, where data for quantitative measurements is systematically collected, quantitative arguments provide far more benefits over qualitative arguments, in assessing confidence in the safety case. In this paper, we propose a basis for developing and evaluating integrated qualitative and quantitative safety arguments based on the Goal Structuring Notation (GSN) and Bayesian Networks (BN). The approach we propose identifies structures within GSN-based arguments where uncertainties can be quantified. BN are then used to provide a means to reason about confidence in a probabilistic way. We illustrate our approach using a fragment of a safety case for an unmanned aerial system and conclude with some preliminary observations

Mathematical Ability Relies on Knowledge, Too

ERIC Educational Resources Information Center

Sweller, John; Clark, Richard E.; Kirschner, Paul A.

2011-01-01

Recent "reform" curricula both ignore the absence of supporting data and completely misunderstand the role of problem solving in cognition. If, the argument goes, teachers are not really teaching people mathematics but rather are teaching them some form of general problem solving, then mathematical content can be reduced in importance. According…

Does Style Negate Substance? The Use of Argument in Parliamentary Debate.

ERIC Educational Resources Information Center

Epstein, Susan B.

Two debate rounds offered at the National Parliamentary Debate Association (NPDA) illustrate how debate could offer both style (the ability to communicate well) and substance (a message of significance and purpose). With the resolution "idealism is better than realism," debaters and judges were transported into a "Popeye"…

Fostering Critical Thinking in the Classroom

ERIC Educational Resources Information Center

Sahamid, Husniah

2014-01-01

The ability to cite reasons, to justify claims and give support to arguments is seen as primary characteristics of a critical thinker. This paper discusses how the "Elements of Reasoning" is employed with Socratic Questioning to develop critical thinking in the language classroom. The principles that guide the questioning are laid out…

A Self-Assessment Checklist for Undergraduate Students' Argumentative Writing

ERIC Educational Resources Information Center

Nimehchisalem, Vahid; Chye, David Yoong Soon; Jaswant Singh, Sheena Kaur A/P; Zainuddin, Siti Zaidah; Norouzi, Sara; Khalid, Sheren

2014-01-01

With a growing emphasis on students' ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of…

76 FR 3815 - Religious Freedom Day, 2011

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-20

..., and by argument to maintain, their opinion in matters of religion.'' The fundamental principle of... ability of Americans to worship and practice religion as they choose, including the right to believe in no religion at all. However, these liberties are not self- sustaining, and require a stalwart commitment by...

Idea Bank: Portfolios and Assessment in Music Classes

ERIC Educational Resources Information Center

Silveira, Jason M.

2013-01-01

A portfolio can document student skills, abilities, growth, achievement, and attitudes. It can also reflect students' learning processes and subsequently guide new teaching strategies. Portfolio proponents have used these arguments to justify the time and organization needed to successfully implement them in their classrooms and in their school…

Is the Brain Stuff Still the Right (or Left) Stuff?

ERIC Educational Resources Information Center

Lynch, Dudley

1986-01-01

The author presents evidence that supports the argument for the validity of right brain-left brain theories. Discusses the brain's "sense of the future," what the brain does with new information, and altering the brain's ability to process change. A bibliography of further readings is included. (CT)

Effects of Recipient Posture on Persuasion.

ERIC Educational Resources Information Center

Heesacker, Martin; Petty, Richard E.

Sixty-five female undergraduate students who were either standing or reclining listened to a tape-recorded counterattitudinal speech containing either strong or weak arguments. Their evaluations revealed a significant interaction between posture (standing or reclining) and quality of arguments (strong or weak) on a measure of attitude change.…

The macrostructure of informal arguments: a proposed model and analysis.

PubMed

Ricco, Robert B

2003-08-01

Theories of informal reasoning and critical thinking often maintain that everyday, informal arguments can be classified into types based on the specific organization that the premises or reasons enter into in their support for the conclusion (Snoeck Henkemans, 2000; Vorobej, 1995b). Three general types are identified: convergent, coordinately linked, and subordinately linked arguments. There has been no empirical research, however, to determine whether these structural distinctions have any psychological reality. In the first two of four experiments, college students were presented with premise pairs from larger, informal arguments and were asked to judge the nature of the relationship between the premises in a pair. The judgments involved applying "tests" of linkage, subordination, and so on, that have been proposed in the theoretical literature on argument analysis (e.g., Walton, 1996a; Yanal, 1991). Results suggest that adults can effectively distinguish between linked (interdependent) and convergent relationships and can further distinguish between interdependencies that are full and those that are merely partial. Adults also distinguished between subordinate and nonsubordinate relations. Experiments 3 and 4 provide evidence that adults make use of information about argument structure in evaluating argument strength and in categorizing arguments. Experiment 4 further suggests that facility with macrostructure is only modestly related to deductive reasoning competence. Findings are framed in terms of a speculative account of how argument structure is identified and mentally represented.

On enrolling more female students in science and engineering.

PubMed

Bouville, Mathieu

2008-06-01

Many people hold this truth to be self-evident that universities should enroll more female students in science and engineering; the main question then being how. Typical arguments include possible benefits to women, possible benefits to the economy, and the unfairness of the current female under-representation. However, when clearly stated and scrutinized these arguments in fact lead to the conclusion that there should be more women in scientific disciplines in higher education in the sense that we should expect more women (which various kinds of discrimination may prevent), not that we should actively enroll more women. Outreach programs towards high school students may therefore be logically incompatible with the arguments supposed to justify them. They should purport to allow women to graduate in a field congruent with her abilities and desires, rather than try to draw as many of them to scientific disciplines as possible: one cannot try to 'recruit' as many female students as possible while claiming to help them choose more freely.

Fairness, severe intellectual disability, and the special case of transplantation.

PubMed

Wightman, Aaron; Goldberg, Aviva; Diekema, Douglas

2018-05-21

Children with severe intellectual disability have historically been excluded from solid organ transplantation. The purpose of this article was to review the arguments for excluding this population, including claims of poorer recipient and graft survival, a lower QoL as pediatric recipients become adults, and poorer outcomes for other, more deserving pediatric transplant candidates, and make the case that these arguments are no longer persuasive. We will argue that pediatric transplant centers for reasons of social justice, value of relationships, power differential, and fairness should generally not consider intellectual ability or disability as a criterion when making decisions regarding organ transplant eligibility. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Provocative radio transients and base rate bias: A Bayesian argument for conservatism

NASA Astrophysics Data System (ADS)

Hair, Thomas W.

2013-10-01

Most searches for alien radio transmissions have focused on finding omni-directional or purposefully earth-directed beams of enduring duration. However, most of the interesting signals so far detected have been transient and non-repeatable in nature. These signals could very well be the first data points in an ever-growing data base of such signals used to construct a probabilistic argument for the existence of extraterrestrial intelligence. This paper looks at the effect base rate bias could have on deciding which signals to include in such an archive based upon the likely assumption that our ability to discern natural from artificial signals will be less than perfect.

[Orality and writing: argumentation in children with attention deficit hyperactivity disorder].

PubMed

Gallardo-Paúls, Beatriz; Moreno-Campos, Verónica

2014-02-24

This work takes a deeper look at the differences in the linguistic competence of children with attention deficit hyperactivity disorder (ADHD) in terms of both orality and writing. The purpose of this study is to check whether, in oral tasks, these children present the same problems related to inhibition and self-regulation as those pointed out in research working with written data. Likewise it seeks to describe those problems (lack of appropriateness, inappropriate production) as they appear in our oral data. A written and an oral argumentation produced by 25 participants between 9 and 11 years of age were analysed. In the written task, the children wrote their argumentations, and in the oral task their argumentative interaction with a collaborator was videotaped and later the types of arguments used in each case (logical, fallacies, sanctioning or moralist) were analysed. There is an obvious difference between the results in the two tests, which suggests the need to review the verbal evaluation mechanisms and to complete the written results with oral skill tests. The problems normally associated with written tasks do not appear in oral language; participants are able to follow the discursive thread and to provide new arguments related with the topic. The data obtained highlight the added difficulty of a written task for children with ADHD, the reliability of the oral results with regard to linguistic skills, and the need to use both types of data in evaluations.

Creating Cultures of Participation to Promote Mathematical Discourse

ERIC Educational Resources Information Center

Bennett, Cory A.

2014-01-01

Discourse requires students to evaluate and interpret the perspectives, ideas, and mathematical arguments of others as well as construct valid arguments of their own. That is, students develop deeper understandings of mathematics when they engage in meaningful social interactions such as whole class discourse. Both the National Council of Teachers…

Remember-Know: A Matter of Confidence

ERIC Educational Resources Information Center

Dunn, John C.

2004-01-01

This article critically examines the view that the signal detection theory (SDT) interpretation of the remember-know (RK) paradigm has been ruled out by the evidence. The author evaluates 5 empirical arguments against a database of 72 studies reporting RK data under 400 different conditions. These arguments concern (a) the functional independence…

Factors affecting metacognition of undergraduate nursing students in a blended learning environment.

PubMed

Hsu, Li-Ling; Hsieh, Suh-Ing

2014-06-01

This paper is a report of a study to examine the influence of demographic, learning involvement and learning performance variables on metacognition of undergraduate nursing students in a blended learning environment. A cross-sectional, correlational survey design was adopted. Ninety-nine students invited to participate in the study were enrolled in a professional nursing ethics course at a public nursing college. The blended learning intervention is basically an assimilation of classroom learning and online learning. Simple linear regression showed significant associations between frequency of online dialogues, the Case Analysis Attitude Scale scores, the Case Analysis Self Evaluation Scale scores, the Blended Learning Satisfaction Scale scores, and Metacognition Scale scores. Multiple linear regression indicated that frequency of online dialogues, the Case Analysis Self Evaluation Scale and the Blended Learning Satisfaction Scale were significant independent predictors of metacognition. Overall, the model accounted for almost half of the variance in metacognition. The blended learning module developed in this study proved successful in the end as a catalyst for the exercising of metacognitive abilities by the sample of nursing students. Learners are able to develop metacognitive ability in comprehension, argumentation, reasoning and various forms of higher order thinking through the blended learning process. © 2013 Wiley Publishing Asia Pty Ltd.

Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment

NASA Astrophysics Data System (ADS)

Barak, Miri; Dori, Yehudit Judy

2009-10-01

Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b) present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking.

Arguing from Nature: The role of `nature' in students' argumentations on a socio-scientific issue

NASA Astrophysics Data System (ADS)

Nielsen, Jan Alexis

2012-03-01

This paper explores how students invoked different conceptions of 'nature' in eight socio-scientific group discussions about human gene therapy. The paper illustrates and discusses how the students articulated nature and to what extent they elicited science factual content in the process. While the students in this study invoked nature at key places in a variety of dialectical contexts in the discussions, these invocations were often uncritical appeals and rarely involved science factual content. Even when an argument from nature was challenged, the author of that argument would often shift the sense of nature rather than elaborate upon the argumentation. It is argued that if students were properly introduced to the evaluative character of the term 'nature' it would not just be conducive to the quality of their argumentation, but also invite them to foreground science factual content at key places in their discussion.

Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management

NASA Astrophysics Data System (ADS)

JiméNez-Aleixandre, Maria-Pilar

2002-11-01

This paper describes a case study involving decision making and argumentation, in the context of wetland environmental management, by 11th-grade students (16-17 years old). The purpose was to study the components of knowledge and skills needed to reach a decision in socio-scientific contexts and to identify them in classroom discourse. The following dimensions of decision making were explored: the use of relevant knowledge to understand and make decisions about the problem; and the critical processing of sources of information and authority and the development of criteria for evaluating possible solutions to the problem. Students' conversations were recorded and analysed using Toulmin's (1958) and Walton's (1996) argument schemes. The students' arguments and warrants were compared with the argument of an external 'official' expert. Issues such as expert status, that is, who can be considered as a source of knowledge and authority and the participation of citizens in scientific practice are also discussed.

Reading strategies of fast and slow readers.

PubMed

Haberlandt, K F; Graesser, A C; Schneider, N J

1989-09-01

In three subject-paced experiments we evaluated reading patterns at the word, line, and sentence level for fast and slow readers. A moving-window method was used to collect word reading times for natural texts. At the word level, reading times of word N were influenced by features of word N-1 for fast readers but not for slow readers. The lag effect exhibited by fast readers indicates that they continue to process a word when it is no longer in view, thus limiting the notion of immediate processing. Contrary to our initial expectation that fast readers would process only a single new argument from a sentence, whereas slow readers would process several new arguments, we found that both reader groups adopted a many-argument strategy. However, fast and slow readers differed in terms of the text units (lines vs. sentences) defining the new-argument effects: Fast readers exhibited greater new-argument effects relative to lines, whereas slow readers exhibited greater new-argument effects relative to sentences. Specifically, slow readers integrated the new arguments primarily at the end of the sentence, whereas fast readers did so at line boundaries. These results are discussed in terms of a buffer-and-integrate model of reading comprehension.

Articulating uncertainty as part of scientific argumentation during model-based exoplanet detection tasks

NASA Astrophysics Data System (ADS)

Lee, Hee-Sun; Pallant, Amy; Pryputniewicz, Sarah

2015-08-01

Teaching scientific argumentation has emerged as an important goal for K-12 science education. In scientific argumentation, students are actively involved in coordinating evidence with theory based on their understanding of the scientific content and thinking critically about the strengths and weaknesses of the cited evidence in the context of the investigation. We developed a one-week-long online curriculum module called "Is there life in space?" where students conduct a series of four model-based tasks to learn how scientists detect extrasolar planets through the “wobble” and transit methods. The simulation model allows students to manipulate various parameters of an imaginary star and planet system such as planet size, orbit size, planet-orbiting-plane angle, and sensitivity of telescope equipment, and to adjust the display settings for graphs illustrating the relative velocity and light intensity of the star. Students can use model-based evidence to formulate an argument on whether particular signals in the graphs guarantee the presence of a planet. Students' argumentation is facilitated by the four-part prompts consisting of multiple-choice claim, open-ended explanation, Likert-scale uncertainty rating, and open-ended uncertainty rationale. We analyzed 1,013 scientific arguments formulated by 302 high school student groups taught by 7 teachers. We coded these arguments in terms of the accuracy of their claim, the sophistication of explanation connecting evidence to the established knowledge base, the uncertainty rating, and the scientific validity of uncertainty. We found that (1) only 18% of the students' uncertainty rationale involved critical reflection on limitations inherent in data and concepts, (2) 35% of students' uncertainty rationale reflected their assessment of personal ability and knowledge, rather than scientific sources of uncertainty related to the evidence, and (3) the nature of task such as the use of noisy data or the framing of critiquing scientists' discovery encouraged students' articulation of scientific uncertainty sources in different ways.

Discounting testimony with the argument ad hominem and a Bayesian congruent prior model.

PubMed

Bhatia, Jaydeep-Singh; Oaksford, Mike

2015-09-01

When directed to ignore evidence of a witness's previous bad character because of a violation of the rules of evidence, are jurors' beliefs still affected? The intuition is that they will be because in everyday argumentation, fallacies, like the ad hominem, are effective argumentative strategies. An ad hominem argument (against the person) undermines a conclusion by questioning the character of the proposer. This intuition divides current theories of argumentation. According to pragmadialectical theory (e.g., Van Eemeren & Grootendorst, 2004), procedural rules exactly like the rules of evidence are part of our cognitive resources for evaluating arguments. If one of these rules is violated, an argument should be treated as a fallacy and so it should not alter someone's belief in the conclusion. Some recent experiments investigating how reasonable these arguments are perceived to be seem to support this account (van Eemeren, Garssen, & Meuffels, 2009). These experiments are critiqued from the perspective of the relevance (Walton, 2009, 2010) and epistemic (Hahn & Oaksford, 2006, 2007; Oaksford & Hahn, 2004) approaches to argumentation. An experiment investigates the predictions of these approaches for a graded belief change version of van Eemeren et al.'s (2009) experiment, and the results are modeled using a Bayesian congruent prior model. These results cannot be explained by the pragmadialectical approach and show that in everyday argument people are extremely sensitive to the epistemic relevance of evidence. Moreover, it seems highly unlikely that this can be switched off in more formal contexts such as the courtroom. (c) 2015 APA, all rights reserved).

Distributed neural representations of logical arguments in school-age children

PubMed Central

Mathieu, Romain; Booth, James R.; Prado, Jérôme

2016-01-01

Children’s understanding of linear-order (e.g., Dan is taller than Lisa, Lisa is taller than Jess) and set-inclusion (i.e., All tulips are flowers, All flowers are plants) relationships is critical for the acquisition of deductive reasoning, i.e., the ability to reach logically valid conclusions from given premises. Behavioral and neuroimaging studies in adults suggest processing differences between these relations: While arguments that involve linear-orders may be preferentially associated with spatial processing, arguments that involve set-inclusions may be preferentially associated with verbal processing. In the present study, we used functional magnetic resonance imaging (fMRI) to investigate whether these processing differences appear during the period of elementary school in development. Consistent with previous studies in adults, we found that arguments that involve linear-order and set-inclusion relationships preferentially involve spatial and verbal brain mechanisms (respectively) in school-age children (9 to 14 year olds). Because this neural sensitivity was not related to age, it likely emerges before the period of elementary education. However, the period of elementary education might play an important role in shaping the neural processing of logical reasoning, as indicated by developmental changes in frontal and parietal regions that were dependent upon the type of relation. PMID:25355487

Improving Student Critical Thinking and Perceptions of Critical Thinking through Direct Instruction in Rhetorical Analysis

ERIC Educational Resources Information Center

McGuire, Lauren A.

2010-01-01

This study investigated the effect of direct instruction in rhetorical analysis on students' critical thinking abilities, including knowledge, skills, and dispositions. The researcher investigated student perceptions of the effectiveness of argument mapping; Thinker's Guides, based on Paul's model of critical thinking; and Socratic questioning.…

The Negative Effects of Using Apocalyptism on Debate.

ERIC Educational Resources Information Center

Hubbard, Bryan

People involved in debate often encounter apocalyptic appeals but seldom look at how these arguments affect debate beyond their ability to influence winning. Debaters use nuclear war apocalyptism, for example, by capitalizing on the human desire to sustain its own story, by appealing to the universal drive for control and power inside all humans,…

Bias in Mental Testing.

ERIC Educational Resources Information Center

Jensen, Arthur R.

The first eight chapters of this book introduce the topic of test bias. The basic issues involved in criticisms of mental tests and arguments about test bias include: (1) variety of tests and test items; (2) scaling of scores and the form of the distribution of abilities in the population; (3) quantification of subpopulation differences; (4)…

Privacy and Information Systems: An Argument and an Implementation.

ERIC Educational Resources Information Center

Hellman, J. J.

The report is presented in two parts. The first examines the social and technical implications of information systems vis a vis the individual's ability to control the dissemination of information about himself. It is argued that information systems must incorporate certain properties in their initial design in order to safeguard man's…

Reasoning about Science-Related Uncertain Issues and Epistemological Perspectives among Children

ERIC Educational Resources Information Center

Yang, Fang-Ying; Tsai, Chin-Chung

2010-01-01

In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability to make scientific arguments in everyday situations. Later studies found that the inadequate ability…

Critical Viewing and the Significance of the Emotional Response.

ERIC Educational Resources Information Center

Rood, Carrie

Within the scholarly debate about the value of visual literacy is the belief that visual literacy bestows the skill of critical viewing, or conscious appreciation of artistry along with the ability to see through manipulative uses and ideological implications of visual images. Critical thinking is commonly viewed as argument skills, cognitive…

Explication: Working to Discover and Share New Knowledge from Prior Experience

ERIC Educational Resources Information Center

Franklin, Peter

2007-01-01

Purpose: The purpose of this paper is to develop the sustained argument that explication can contribute to the emergence and development of the philosopher-manager who is appropriately sceptical of generalisations, and confident in their own abilities to develop local, valid and meaningful theories based on their wisdom and personal experience.…

Exploring Students' Interactions, Arguments, and Reflections in General Chemistry Laboratories with Different Levels of Inquiry

ERIC Educational Resources Information Center

Xu, Haozhi

2012-01-01

Students' learning in inquiry-based investigations has drawn considerable attention of the science education community. Inquiry activities can be viewed as knowledge construction processes in which students are expected to develop conceptual understanding and critical thinking abilities. Our study aimed to explore the effect of experiments…

The Lily-White University Presses.

ERIC Educational Resources Information Center

Shin, Annys

1996-01-01

Argues that the university presses are immune from racial change and discusses the problem of using location as an argument for not being able to lure blacks into university publishing. Howard University Press is used to illustrate the problem of budget cutting and the ability to boost black recruitment efforts or establish a united black press…

A Controversial Issue as an Educational Object

ERIC Educational Resources Information Center

Kouki, Elina; Virta, Arja

2016-01-01

The aim of this study is to examine upper secondary students' (n = 96) argumentation skills and ability to discuss a controversial issue: the evacuation of Finnish children to Sweden and other Nordic countries because of the war. According to their essays written on the basis of multifaceted and contradictory sources, most of the students were not…

To Explain the Educational Arguments of Ontology Thought by Sabzevari

ERIC Educational Resources Information Center

Amini, Mehrnosh; Najafi, Mohamad

2015-01-01

Educational challenge and issue in modern world has been of the ideologist's interest for educational implications to find inner talents and abilities and his knowledge of human existence to educate health characteristic of teachers. This article is to investigate educational aspects and reasons of ontology philosophy by Sabzevari, Iranian thinker…

Homogeneity and Heterogeneity in Education: The "Psychological Price" Argument.

ERIC Educational Resources Information Center

Yehezkel, Dar; Resh, Nura

This work explores whether a "psychological price" is indicated in the affective domain of the weaker student in abilty-mixed settings; whether this price differs for various dimensions of this domain; and whether it is related to academic achievement. Existing research in the fields of ability grouping, streaming, curriculum tracking,…

The Nature of Pre-service Science Teachers' Argumentation in Inquiry-oriented Laboratory Context

NASA Astrophysics Data System (ADS)

Ozdem, Yasemin; Ertepinar, Hamide; Cakiroglu, Jale; Erduran, Sibel

2013-10-01

The aim of this study was to investigate the kinds of argumentation schemes generated by pre-service elementary science teachers (PSTs) as they perform inquiry-oriented laboratory tasks, and to explore how argumentation schemes vary by task as well as by experimentation and discussion sessions. The model of argumentative and scientific inquiry was used as a design framework in the present study. According to the model, the inquiry of scientific topics was employed by groups of participants through experimentation and critical discussion sessions. The participants of the study were 35 PSTs, who teach middle school science to sixth through eighth grade students after graduation. The data were collected through video- and audio-recordings of the discussions made by PSTs in six inquiry-oriented laboratory sessions. For the analysis of data, pre-determined argumentation schemes by Walton were employed. The results illustrated that PSTs applied varied premises rather than only observations or reliable sources to ground their claims or to argue for a case or an action. It is also worthy of notice that the construction and evaluation of scientific knowledge claims resulted in different numbers and kinds of arguments. Results of this study suggest that designing inquiry-oriented laboratory environments, which are enriched with critical discussion, provides discourse opportunities that can support argumentation. Moreover, PSTs can be encouraged to support and promote argumentation in their future science classrooms if they engage in argumentation integrated instructional strategies.

Beyond Comprehension Strategy Instruction: What's Next?

PubMed

Elleman, Amy M; Compton, Donald L

2017-04-20

In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

Epistemic Modality in the Argumentative Essays of Chinese EFL Learners

ERIC Educational Resources Information Center

Hu, Chunyu; Li, Xuyan

2015-01-01

Central to argumentative writing is the proper use of epistemic devices (EDs), which distinguish writers' opinions from facts and evaluate the degree of certainty expressed in their statements. Important as these devices are, they turn out to constitute a thorny area for non-native speakers (NNS). Previous research indicates that Chinese EFL…

The Evaluation of Role-Playing in the Context of Teaching Climate Change

ERIC Educational Resources Information Center

Belova, Nadja; Eilks, Ingo; Feierabend, Timo

2015-01-01

Role-plays are a common pedagogical tool in the Social Sciences. As an imitation of societal practices, role-plays are thought to support the development of argumentation and decision-making skills among learners. However, argumentation and decision making are also goals in science education in general and in socioscientific issues-oriented…

Using Avatars and Virtual Environments in Learning: What Do They Have to Offer?

ERIC Educational Resources Information Center

Falloon, Garry

2010-01-01

This paper explores and discusses arguments for the use of virtual environments and interactive avatars in supporting the achievement of student learning goals within conventional educational contexts. It describes and evaluates arguments promoted by some authors (eg, van den Brekel, 2007; Deuchar & Nodder, 2003; Dickey, 2003; Facer, 2004; de…

A Theory of Argumentation, Rhetorical Criticism and the Universal Audience.

ERIC Educational Resources Information Center

Rohrer, Daniel Morgan

Emphasizing the need for sound logic in the decision making and policy making process, this paper equates the concept of rationality with the universal audience as a means of analyzing argument, evaluating rhetoric, and persuading audiences. The paper argues that the policy systems paradigm most approximates this objective within the context of…

Integrating scientific argumentation to improve undergraduate writing and learning in a global environmental change course

NASA Astrophysics Data System (ADS)

Kreutz, K. J.; Koffman, B. G.; Trenbath, K. L.

2013-12-01

What makes a good scientific argument? We began ERS201: Global Environmental Change by asking students to reflect on the mechanics of a strong scientific argument. At the same time, we asked them to evaluate global CO2 and sea level data from different time periods in Earth's history to answer the question, 'Is there a relationship between atmospheric CO2 and sea level, and if so, why?' This question formed the theme for the course, a mid-level, inquiry-based class of about 20 students. Each week, students target specific aspects of the climate system through problem sets, which include experimental and laboratory work, basic statistical analyses of paleoclimate datasets, and the development of simple systems models using STELLA software. Every 2-4 weeks, we challenge students to write short (1500 word) data-driven scientific arguments, which require a synthesis of information from their problem sets and from the scientific literature. Students have to develop a clear, testable hypothesis related to each writing prompt, and then make their case using figures they have generated during the weekly problem sets. We evaluate student writing using a rubric that focuses on the structure and clarity of the argument, relevance of the data included, and integration and quality of the graphics, with a lesser emphasis placed on voice and style. In 2013, student scores improved from a median value of 86 × 9% to 94 × 8% over the course of the semester. More importantly, we found that incorporation of scientific argumentation served to increase student understanding of important and sometimes abstract scientific concepts. For example, on pre- and post-course assessments we asked the question, 'What would happen if a significant portion of the sea ice floating in the Arctic Ocean were to melt?' On the pre-assessment, 80% of students said that it would lead to more coastal flooding, while only 20% correctly stated that a decrease in the reflection of solar energy would lead to warmer average global temperatures. On the post-assessment, nearly half of the respondents who originally had selected the sea level answer had switched to the correct response. Student understanding of climate-related concepts improved even if we did not explicitly teach a given subject. Thus, our approach challenged students to go beyond analyzing and interpreting data, to the point where they could articulate an argument based on a range of evidence. Students appreciated the challenge: in anonymous course evaluations, six out of fifteen students reported that scientific writing was the most valuable aspect of the course. Overall, we found that incorporating scientific argumentation improved student learning in this course. Here we will present relevant course content, exercises, assessment data, and student feedback to evaluate progress towards our goal of using a written argumentation approach to improving critical thinking, data analysis, and writing skills. We also discuss plans to incorporate peer review into the Spring 2014 course writing curriculum.

Mood effects on attitude judgments: independent effects of mood before and after message elaboration.

PubMed

Bless, H; Mackie, D M; Schwarz, N

1992-10-01

This study investigated the independent effects of induced mood on the encoding of persuasive messages and on the assessment of attitude judgments. In Experiment 1, positive or negative mood was induced either before the encoding of a counterattitudinal message or before the assessment of attitude judgments. When mood was induced before message presentation, Ss in a bad mood were more persuaded by strong than by weak arguments, whereas Ss in a good mood were equally persuaded by strong and by weak arguments. When Ss encoded the message in a neutral mood, however, the advantage of strong over weak arguments was more pronounced when Ss were in a good rather than in a bad mood at the time of attitude assessment. In Experiment 2, Ss exposed to a counterattitudinal message composed of either strong or weak arguments formed either a global evaluation or a detailed representation of the message. Positive, negative, or neutral mood was then induced. Ss in a good mood were most likely and Ss in a negative mood least likely to base their reported attitudes on global evaluations.

Evolution as represented through argumentation: A qualitative study on reasoning and argumentation in high school biology teaching practices

NASA Astrophysics Data System (ADS)

Yalcinoglu, Pelin

This study aimed to explore high school biology teachers' epistemological criteria and their attention to reasoning and argumentation within their instructional practices. This study investigated: (1) what epistemological criteria do high school biology teachers use when justifying the validity of conclusions, (2) what is the frequency of the explicit use of reasoning and argumentation, if any, in high school biology teachers' instructional practices, and to what extend are reasoning and argumentation skills reflected, if at all, in high school biology teachers' modes of assessment. Three different data collection methods were employed in this study; face-to-face interviews, classroom observations, and document collections. Teachers' epistemological criteria were investigated to provide insight about their reasoning structures. This investigation was made possible by having teachers provide an argument about the validity of hypothetical conclusions drawn by the students based on two different scenarios related to evolution. Toulmin's Argument Pattern used to create rubric to analyze high school biology teachers' levels of reasoning through argumentation. Results of the data analysis suggested following findings. First, high school biology teachers participated in this study presented variety of epistemological criteria which were presented as high, moderate and low levels of reasoning through the argumentations. Second, elements of Toulmin's Argument Pattern were visible in the participants teaching practices, however students were not explicitly introduced to a well structured argument in those classrooms. High level of reasoning was not evident in the instructional practices of the observed teachers. High school biology classrooms which were observed in this study do not provide opportunities for students to practice high level of reasoning or improve their argumentation skills. Third, Interview Protocols designed for this study were found useful to identify the epistemological criteria and level of reasoning individuals presented through argumentation. Toulmin's Argument Pattern provides a practical method to analyze the structure of arguments. Results of this study suggest the following implications for improving science education. These implications might be helpful in increasing teacher awareness of the importance of explicit teaching of reasoning and argumentation in science classrooms. Toulmin's Argument Model should be introduced to teachers through teacher education or professional development programs to increase the use of reasoning and argumentation skills in instructional practices. Toulmin's Argument Pattern may be used to design lessons or unit plans which present science as argumentation. Therefore, by engaging students in argumentation, teachers may help students to improve their content knowledge along with reasoning and argumentation skills in science classrooms. The results of this study suggest that use of Toulmin's Argument Pattern to evaluate high school biology teachers' presented levels of reasoning is a promising approach to understanding the structure of reasoning and argumentation that biology teachers use when providing judgments about the validity of hypothetical conclusions. The interview protocols and the rubrics used in this study should be tested in different subject areas in order to enhance and validate the use of Toulmin's Argument Pattern in measuring individuals' epistemological criteria and level of reasoning.

Arguing to learn in science: the role of collaborative, critical discourse.

PubMed

Osborne, Jonathan

2010-04-23

Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students' skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to be a significant weakness in contemporary educational practice. In short, knowing what is wrong matters as much as knowing what is right. This paper presents a summary of the main features of this body of research and discusses its implications for the teaching and learning of science.

Concerns for the worse off: fair innings versus severity.

PubMed

Nord, Erik

2005-01-01

The original fair innings argument is about claims on length of life. Alan Williams has suggested that the argument also should apply to quality of life. His 'generalised fair innings approach' on the one hand, and the severity approach on the other, are two ways of incorporating concerns for fairness in economic evaluation of health care. They are based on different ethical arguments and therefore partly lead to different results. Both approaches incorporate concerns for current and future severity. There is strong support for this in formal theories of justice and government guidelines, and a number of public surveys even indicate the strength of these concerns. The generalised fair innings approach additionally incorporates concerns for past suffering. Intuitively, this is not unreasonable, but there is at this point little ethical theory or empirical evidence to suggest the strength of such concerns. The fair innings argument can be decomposed in an 'equal innings argument' and a 'sufficient innings argument'. When the fair innings argument is applied to quality of life, its sufficient innings component implies that young people should have priority over old people when it comes to functional improvements and symptom relief for non-fatal conditions. This runs counter to both moral intuitions and official goverment guidelines in Norway and Sweden.

Assessing quality of pre-service physics teachers' written arguments

NASA Astrophysics Data System (ADS)

Aydeniz, Mehmet; Gürçay, Deniz

2013-11-01

Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers. Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B. Design and method: Participants were prompted to develop a written argument to either support or challenge the Turkish government's decision to invest in nuclear power plants. Data consist of written arguments developed by the participants and information on participants' knowledge of the topic, their confidence in their knowledge and the source of their knowledge related to the topic. Data were analyzed using the CER framework. Results: The results show that participants did not perform at the expected level. The majority of students failed to develop strong scientific arguments. While almost all of the participants provided evidence to justify their claims, they failed to effectively coordinate evidence, claim and theory to develop an argument. Students struggled the most in the warrant/reasoning category of the CER framework. We also identified several misconceptions that students held related to nuclear power plants. Conclusions: In our discussion we problematize college science teaching and advocate integration of instructional strategies such as argumentation that can effectively engage students in construction, evaluation and justification of knowledge.

Justification and Persuasion about Cloning: Arguments in Hwang's Paper and Journalistic Reported Versions

ERIC Educational Resources Information Center

Jimenez-Aleixandre, Maria Pilar; Federico-Agraso, Marta

2009-01-01

We examine the argumentative structure of Hwang et al.'s (2004) paper about human somatic cell nuclear transfer (SCNT, or "therapeutic cloning"), contrasted with four Journalistic Reported Versions (JRV) of it, and with students' summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation…

IRE/F as a Cross-Curricular Collaborative Genre of Implicit Argumentation

ERIC Educational Resources Information Center

Lawrence, Ann M.; Crespo, Sandra

2016-01-01

We contend that the classroom-discourse routine of IRE/F (teacher initiation, student response, teacher evaluation/follow-up) is a genre of argumentation that is both collaborative and implicit because teachers and students cooperate during IRE/F exchanges not only to make and mirror knowledge claims but also to suppress justification for those…

Mother Tongue Use in Bilingual/Bidialectal Education: Implications for Brunein Dwibahasa [and] A Response.

ERIC Educational Resources Information Center

James, Carl; Bourke, James

1996-01-01

Presents and evaluates the arguments and research evidence for and against mother tongue (MT) use in bilingual classrooms. The article endorses the claim that MT use bolsters second- language development, cognitive development, and content learning. Bourke's response focuses on arguments for and against MT use, recent research on MT use, and…

Enhancing Adolescent Girls' Argument Skills in Reasoning about Personal and Non-Personal Decisions

ERIC Educational Resources Information Center

Udell, Wadiya

2007-01-01

The present study sought to evaluate (a) the effectiveness of an intervention in developing adolescents' argument skills regarding a decision on a topic of high potential personal relevance (teen pregnancy) or one of general social relevance (capital punishment), and (b) differential effects of the two topics in promoting the generalization of…

Certainty Judgements and the Status of Propositions in Undergraduate Essays

ERIC Educational Resources Information Center

Siew Mei, Wu

2013-01-01

This paper explores the expression of certainty in a set of high- and low-rated Geography argumentative essays. Using one aspect of Hunston's (1989, 2000) concept of the evaluation of status, the paper compares the statement types used to construe the writer's expression of certainty in the construction of arguments. Drawing on the framework,…

The Role of Floor Control and of Ontology in Argumentative Activities with Discussion-Based Tools

ERIC Educational Resources Information Center

Schwarz, Baruch B.; Glassner, Amnon

2007-01-01

Argumentative activity has been found beneficial for construction of knowledge and evaluation of information in some conditions. Many theorists in CSCL and some empiricists have suggested that graphical representations may help in this endeavor. In the present study, we examine effects of type of ontology and of synchronicity in students that…

Selective Citation Mars Conclusions about Test Validity and Predictive Bias

ERIC Educational Resources Information Center

Kuncel, Nathan R.; Sackett, Paul R.

2007-01-01

Comments on the article by Vasquez and Jones, in which they put forward the argument that standardized tests do not evaluate much of anything worthwhile and do not assess merit. The current authors argue that Vasquez and Jones support their argument only through highly selective citations from the literature, and they discuss Vasquez and Jones'…

Modeling the effects of argument length and validity on inductive and deductive reasoning.

PubMed

Rotello, Caren M; Heit, Evan

2009-09-01

In an effort to assess models of inductive reasoning and deductive reasoning, the authors, in 3 experiments, examined the effects of argument length and logical validity on evaluation of arguments. In Experiments 1a and 1b, participants were given either induction or deduction instructions for a common set of stimuli. Two distinct effects were observed: Induction judgments were more affected by argument length, and deduction judgments were more affected by validity. In Experiment 2, fluency was manipulated by displaying the materials in a low-contrast font, leading to increased sensitivity to logical validity. Several variants of 1-process and 2-process models of reasoning were assessed against the results. A 1-process model that assumed the same scale of argument strength underlies induction and deduction was not successful. A 2-process model that assumed separate, continuous informational dimensions of apparent deductive validity and associative strength gave the more successful account. (c) 2009 APA, all rights reserved.

Rhetorical Use of Inscriptions in Students' Written Arguments About Socioscientific Issues

NASA Astrophysics Data System (ADS)

Xiao, Sihan

2018-05-01

Educators expect that students be able to make informed decisions about science-related problems in their everyday lives. Engaging science in such problems often entails evaluating available evidence for given arguments. This study explores how students use inscriptions as evidence to argue about socioscientific issues. Fifth- and sixth-grade students (N = 102) in two intact classrooms completed written argument tasks in which they were asked to cite given inscriptions to support their decisions about energy use or genetically modified organisms. Qualitative content analyses of these written arguments, which focused on the coordination between inscriptions and claims, show three patterns of rhetorical use of inscriptions: seeing is believing, believing is seeing, and asserting is inferring. What counts as evidence was not the inscriptions per se, but the rhetorical functions they performed in particular arguments. These findings suggest that justifying socioscientific decisions is functionally different from explaining scientific phenomena. Linking these two activities in school may help students more productively engage with science in their everyday lives.

19 CFR 210.50 - Commission action, the public interest, and bonding by respondents.

Code of Federal Regulations, 2011 CFR

2011-04-01

... section 337 of the Tariff Act of 1930 shall have upon the public health and welfare, competitive conditions in the U.S. economy, the production of like or directly competitive articles in the United States... administrative law judge's ability to take evidence or other information and to hear arguments from the parties...

Theory of Mind, Affective Empathy, and Persuasive Strategies in School-Aged Children

ERIC Educational Resources Information Center

Lonigro, Antonia; Baiocco, Roberto; Baumgartner, Emma; Laghi, Fiorenzo

2017-01-01

Understanding that other people hold different mental states and that they may be changed is the core of persuasion. Thus, theory of mind (ToM) abilities are fundamental to generate persuasive arguments. To date, only the relation between false belief and false belief-emotion understanding and persuasion has been investigated, ignoring other…

The Uses of Qualitative Research: Powerful Methods to Inform Evidence-Based Practice in Education

ERIC Educational Resources Information Center

Kozleski, Elizabeth B.

2017-01-01

This article offers a rationale for the contributions of qualitative research to evidence-based practice in special education. In it, I make the argument that qualitative research encompasses the ability to study significant problems of practice, engage with practitioners in the conduct of research studies, learn and change processes during a…

Collaborative Learning in an Undergraduate Theory Course: An Assessment of Goals and Outcomes

ERIC Educational Resources Information Center

McDuff, Elaine

2012-01-01

This project was designed to assess whether a collaborative learning approach to teaching sociological theory would be a successful means of improving student engagement in learning theory and of increasing both the depth of students' understanding of theoretical arguments and concepts and the ability of students to theorize for themselves. A…

Dialogic Framing of Scientific Content for Conceptual and Epistemic Understanding

ERIC Educational Resources Information Center

Ford, Michael J.; Wargo, Brian M.

2012-01-01

This article draws on M. M. Bakhtin's (1981) notion of dialogism to articulate what it means to understand a scientific idea. In science, understanding an idea is both conceptual and epistemic and is exhibited by an ability to use it in explanation and argumentation. Some distillation of these activities implies that dialogic understanding of a…

Students' Ability in Using Discourse Markers to Build Coherence in Compositions

ERIC Educational Resources Information Center

Patriana, Andhina W.; Rachmajanti, Sri; Mukminatien, Nur

2016-01-01

The study attempts to find out how Indonesian students apply Discourse Markers (DMs) to build coherence in English compositions. It employs a descriptive design, analyzing 52 target DMs and how they are used in 21 argumentative papers. The participants of the study were 21 Master's students majoring in English Language Teaching (ELT). The results…

The Pilot Study of Integrating Spatial Educational Experiences (Isee) in an Undergraduate Crop Production Course

ERIC Educational Resources Information Center

Mitzman, Stephanie; Snyder, Lori Unruh; Schulze, Darrell G.; Owens, Phillip R.; Bracke, Marianne Stowell

2011-01-01

Recent National Research Council reports make compelling arguments for the need to incorporate spatial abilities and use spatial technologies throughout our educational system. We conducted a pilot study to determine the pedagogical effectiveness of teaching with geographic information systems (GIS) by using a web-based GIS tool of Indiana soils.…

The Effect of Vee Maps and Laboratory Reports on High- and Low-Order Content-Knowledge Achievement in Agriscience Education

ERIC Educational Resources Information Center

Thoron, Andrew C.; Rubenstein, Eric D.

2013-01-01

Instruction in the laboratory is essential to the success of a total agricultural education program. The development of students' critical thinking, argumentation skills, technical skills, reasoning ability, and engagement are all found within the agriscience laboratory. Yet, utilizing the laboratory setting to its maximum potential is challenging…

The effect of scaffolded strategies on content learning in a designed science cyberlearning environment

NASA Astrophysics Data System (ADS)

Kern, Cynthia Lee

Scientific inscriptions---graphs, diagrams, and data---and argumentation are integral to generating and communicating scientific understanding. Scientific inscriptions and argumentation are also important to learning science. However, previous research has indicated that learners struggle to understand and learn science content represented in inscriptions. Furthermore, when learners engage in argumentation, learning science content becomes secondary to the learning of argumentation skills. This design-based research study is nested within the larger effort to inform the design and development of the 5-Featured Dynamic Inquiry Enterprise design framework (5-DIE) for cyberlearning environments and to advance theory associated with the difficulties learners have with scientific inscriptions and the consequences related to using argumentation to learn science content. In an attempt to engage participants in the process of learning science content with scientific inscriptions and argumentation, two learning strategies were embedded in a 5-DIE lessons. The two learning strategies evaluated in this study were (1) self-explanation prompts paired with a scientific inscription and (2) faded worked examples for the evaluation and development of scientific knowledge claims. The participants consisted of ninth and tenth grade students (age: 13-16 years; N=245) enrolled in one of three state-mandated biology courses taught by four different teachers. A three factor mixed model analysis of variance (ANOVA) with two between factors (self-explanation prompts and faded worked examples) and one within factor (pre, post, delayed post-test) was used to evaluate the effects of the learning strategies on the acquisition and retention of domain-specific content knowledge. Both between factors had two levels (with & without) and are described by the following experimental conditions: (1) control condition (general prompts), (2) self-explanation condition, (3) faded worked examples condition, and (4) combined condition with both self-explanation and faded worked examples. Acquisition and retention of content knowledge was assessed with a 17-item multiple-choice, researcher-developed content knowledge test. Results indicated that self-explanation prompts and faded worked examples learning strategies did not influence acquisition and retention of science content in a positive (i.e., learning) way. Based on the finding of this study, it may be concluded that the use of general prompts is as effective as self-explanation prompts and faded worked examples for scaffolding learner engagement with scientific inscriptions and argumentation. Furthermore, the finding indicated additional research is warranted evaluating the generalizability of scaffolds from college to pre-college populations.

Report on METHODS OF Evaluating Students at the University of California, Berkeley.

ERIC Educational Resources Information Center

Miller, Stuart

Several arguments are made for changing the present system of grading in college. The arguments deal with: (1) the negative effect of grading on the teaching situation--the system is capricious and variable and encourages "grade grubbing"; (2) the lack of accuracy and uniformity of grades; (3) the effect of grading, as an enforcer of the…

Teaching Students How to Analyze and Evaluate Arguments in History

ERIC Educational Resources Information Center

Swartz, Robert J.

2008-01-01

Human history is often shaped by the outcomes of arguments, not only in the sense of disputes between people or governments, but in the sense of the more rational pursuit of trying to convince others to accept or do certain things by offering reasons that are presented as compelling for so doing. Yet history teachers have done little to help…

Constructing a Validity Argument for the Objective Structured Assessment of Technical Skills (OSATS): A Systematic Review of Validity Evidence

ERIC Educational Resources Information Center

Hatala, Rose; Cook, David A.; Brydges, Ryan; Hawkins, Richard

2015-01-01

In order to construct and evaluate the validity argument for the Objective Structured Assessment of Technical Skills (OSATS), based on Kane's framework, we conducted a systematic review. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus, and selected reference lists through February 2013. Working in duplicate, we selected…

On mathematicians' different standards when evaluating elementary proofs.

PubMed

Inglis, Matthew; Mejia-Ramos, Juan Pablo; Weber, Keith; Alcock, Lara

2013-04-01

In this article, we report a study in which 109 research-active mathematicians were asked to judge the validity of a purported proof in undergraduate calculus. Significant results from our study were as follows: (a) there was substantial disagreement among mathematicians regarding whether the argument was a valid proof, (b) applied mathematicians were more likely than pure mathematicians to judge the argument valid, (c) participants who judged the argument invalid were more confident in their judgments than those who judged it valid, and (d) participants who judged the argument valid usually did not change their judgment when presented with a reason raised by other mathematicians for why the proof should be judged invalid. These findings suggest that, contrary to some claims in the literature, there is not a single standard of validity among contemporary mathematicians. Copyright © 2013 Cognitive Science Society, Inc.

The Roads to and from the RNA World

NASA Technical Reports Server (NTRS)

Dworkin, Jason P.; Lazcano, Antonio; Miller, Stanley L.

2003-01-01

The historical existence of the RNA world, in which early life used RNA for both genetic information and catalytic ability, is widely accepted. However, there has been little discussion of whether protein synthesis arose before DNA or what preceded the RNA world (i.e. the pre-RNA world). We outline arguments of what route life may have taken out of the RNA world: whether DNA or protein followed. The metabolic arguments favor the possibility that RNA genomes preceded the use of DNA as the informational macromolecule. However, the opposite can also be argued based on the enhanced stability, reactivity, and solubility of 2-deoxyribose as compared to ribose. The possibility that DNA may have come before RNA is discussed, although it is a less parsimonious explanation than DNA following RNA.

Exchanging and Countering Points of View: A Linguistic Perspective on School Students' Use of Electronic Conferencing

ERIC Educational Resources Information Center

Coffin, C.; North, S.; Martin, D.

2009-01-01

The ability to argue is an important academic goal in secondary education. This paper reports on an exploratory study which investigated how asynchronous text-based conferencing provides a new site for school students to rehearse and develop their skills in argumentation. The study used linguistic tools of analysis to investigate two key…

More than "Showing What Happened": Exploring the Potential of Teaching History with Film

ERIC Educational Resources Information Center

Stoddard, Jeremy D.; Marcus, Alan S.

2010-01-01

In a world where students and the general public are likely to access historical information from a television program, film, or even video game, it is important to equip students with the ability to view historical representation critically. In this essay we present arguments for using film to engage students in rigorous and authentic social…

Vietnamese Learners' Ability to Write English Argumentative Paragraphs: The Role of Peer Feedback Giving

ERIC Educational Resources Information Center

Lap, Trinh Quoc; Yen, Cao Hoang

2013-01-01

The nature of peer feedback and its impacts on writing in English has attracted much attention of researchers and educators. Recent studies have indicated various types of peer feedback and its positive effects on writing development. This paper presents the results of an investigation into the nature of peer feedback and its effects on learners'…

Cognitive Factors Contributing to Chinese EFL Learners' L2 Writing Performance in Timed Essay Writing

ERIC Educational Resources Information Center

Lu, Yanbin

2010-01-01

This study investigated cognitive factors that might influence Chinese EFL learners' argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136…

Meta Cognition as a Means for Dialogue, Self Regulation and Learning--A Case Study from an Implementation of Problem-Based Learning

ERIC Educational Resources Information Center

Venkatachary, Ranga; Kumar, Muthu

2005-01-01

One of the key arguments for problem-based learning as a holistic, learner centred pedagogical method rests on the premise it addresses multiple facets of learner development rather than decontextualised, content related learning outcomes. Fostering meta-cognitive ability in an attempt to develop self regulatory, autonomous learning habits is an…

Facilitating a Student-Educator Conceptual Model of Dispositions towards Critical Thinking through Interactive Management

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Hogan, Michael J.; Harney, Owen M.; Kavanagh, Caroline

2017-01-01

Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions that, when used appropriately, increases the chances of producing a logical conclusion to an argument or solution to a problem. Though the CT literature argues that dispositions are as important to CT as is the ability to perform CT skills, the…

A Discussion of "Nadia": A Case Study of Extraordinary Drawing Ability in an Autistic Child. Technical Report No. 9.

ERIC Educational Resources Information Center

Pariser, David A.

The case study of Nadia, an autistic child, documents the phenomenally accurate drawings she made. Nadia's precocious drawing capacity raises questions about the drawing hypothesis adhered to by F. Goodenough and D. B. Harris and Gestalt theories of perception and representation. The argument is made that Nadia drew realistically because she…

From Semantics to Syntax and Back Again: Argument Structure in the Third Year of Life

ERIC Educational Resources Information Center

Fernandes, Keith J.; Marcus, Gary F.; Di Nubila, Jennifer A.; Vouloumanos, Athena

2006-01-01

An essential part of the human capacity for language is the ability to link conceptual or semantic representations with syntactic representations. On the basis of data from spontaneous production, Tomasello (2000) suggested that young children acquire such links on a verb-by-verb basis, with little in the way of a general understanding of…

Taxing Pennsylvania: A Family-Focused Overview of Pennsylvania Taxes. State Fiscal Analysis Initiative.

ERIC Educational Resources Information Center

Pennsylvania Partnerships for Children, Harrisburg.

Noting that a state's tax policies have direct impact on a family's ability to feed, clothe, house, educate, and care for its children, this report presents an overview of taxes in the state of Pennsylvania. The report is presented in five sections. Section 1 presents the argument that it is necessary to understand the rule driving the revenue…

Handling value added tax (VAT) in economic evaluations: should prices include VAT?

PubMed

Bech, Mickael; Christiansen, Terkel; Gyrd-Hansen, Dorte

2006-01-01

In health economic evaluations, value added tax is commonly treated as a transfer payment. Following this argument, resources are valued equal to their net-of-tax prices in economic evaluations applying a societal perspective. In this article we argue that if there is the possibility that a new healthcare intervention may expand the healthcare budget, the social cost of input factors should be the gross-of-tax prices and not the net-of-tax prices. The rising interest in cost-benefit analysis and the use of absolute thresholds, net benefit estimates and acceptability curves in cost-effectiveness analysis makes this argument highly relevant for an appropriate use of these tools in prioritisation.

What is "good reasoning" about global warming? A comparison of high school students and specialists

NASA Astrophysics Data System (ADS)

Adams, Stephen Thomas

This study compares the knowledge and reasoning about global warming of 10 twelfth grade students and 6 specialists, including scientists and policy analysts. The study uses global warming as a context for addressing the broad objective of formulating goals for scientific literacy. Subjects evaluated a set of articles about global warming and evaluated policies proposed to ameliorate global warming, including a gasoline tax and a "feebate" system of fees and rebates on automobiles. All students and one scientist participated in a full treatment involving interviews and activities with a computer program (discussed below), averaging about 3.75 hours. In addition, five specialists participated in interviews only, averaging one hour. One line of analysis focuses on knowledge content, examining how subjects applied perspectives from both natural and social sciences. This analysis is positioned as an empirical component to the movement to develop content standards for science education, as exemplified by the recommendations of Science for All Americans (SFAA). Some aspects of competent performance in the present study hinged upon knowledge and skills advocated by SFAA (e.g., fluency with themes of science such as scale). Other aspects involved such skills as evaluating economic interests behind a scientific argument in the media or considering hidden costs in a policy area. By characterizing a range of approaches to how students and specialists performed the experimental tasks, the present study affords a view of scientific literacy not possible without this type of information. Another line of analysis investigates a measure of coherent argumentation from a computer program, Convince Me, in relation to policy reasoning. The program is based on a connectionist model, ECHO. Subjects used the program to create arguments about the aforementioned policies. The study compares Convince Me's Model's Fit argumentation measure to other measures, including ratings of 6 human judges about the quality of the arguments, a measure of the stability of subjects' views, and the number of statements in subjects' arguments. The pattern of significant correlations among several of these measures, plus interview findings, help to clarify cognitive and educational issues involved with using Convince Me (or related programs) in this area.

The influence of power and reason on young Maya children's endorsement of testimony.

PubMed

Castelain, Thomas; Bernard, Stéphane; Van der Henst, Jean-Baptiste; Mercier, Hugo

2016-11-01

Two important parenting strategies are to impose one's power and to use reasoning. The effect of these strategies on children's evaluation of testimony has received very little attention. Using the epistemic vigilance framework, we predict that when the reasoning cue is strong enough it should overcome the power cue. We test this prediction in a population for which anthropological data suggest that power is the prominent strategy while reasoning is rarely relied on in the interactions with children. In Experiment 1, 4- to 6-year-old children from a traditional Maya population are shown to endorse the testimony supported by a strong argument over that supported by a weak argument. In Experiment 2, the same participants are shown to follow the testimony of a dominant over that of a subordinate. The participants are then shown to endorse the testimony of a subordinate who provides a strong argument over that of a dominant who provides either a weak argument (Experiment 3) or no argument (Experiment 4). Thus, when the power and reasoning cues conflict, reasoning completely trumps power. © 2015 John Wiley & Sons Ltd.

Effects of pictures and textual arguments in sun protection public service announcements.

PubMed

Boer, Henk; Ter Huurne, Ellen; Taal, Erik

2006-01-01

The effect of public service announcements aimed at promoting primary prevention of skin cancer may be limited by superficial cognitive processing. The use of both pictures and textual arguments in sun protection public service announcements were evaluated for their potentially beneficial effects on judgment, cognitive processing and persuasiveness. In a 2 x 2 factorial experimental design individuals were shown public service announcements that advocated the advantages of sun protection measures in different versions in which a picture was present or not present and a textual argument was present or not present. The 159 participants were randomly assigned to one of four conditions. In each condition, participants were shown 12 different public service announcements designed according to the condition. Participants judged each public service announcement on attractiveness, credibility, clarity of communication and the required amount of reflection. After the judgment task, they completed a questionnaire to assess knowledge, perceived advantages and disadvantages of sun protection and intended use of sun protection measures. Pictures enhanced attractiveness, but diminished comprehension. Textual arguments enhanced attractiveness, credibility and comprehension. Pictures as well as textual arguments increased knowledge of sun protection measures. Pictures and textual arguments in public service announcements positively influence the individual's perception of the advantages of sun protection methods and the advantages of their adoption.

Children's Use of Inscriptions in Argumentation about Socioscientific Issues

NASA Astrophysics Data System (ADS)

Xiao, Sihan

Engaging science in everyday life often means not advancing knowledge or making new claims, but evaluating given claims with available evidence. In everyday situations, evidence is usually presented in some type of inscription (e.g. tables, diagrams, and other images). This study explores elementary students' use of inscriptions as evidence in written arguments about socioscientific issues and how a school year of science instruction may play a role in that use. Three science teachers and their 102 students in 5th and 6th grades at a progressive urban K-6 school participated in this study. I administered a written argument task at the beginning and the end of the 2013--2014 school year, in which students were asked to justify their personal decisions about either alternative energy use or genetically modified organisms. Throughout the year, I worked closely with the teachers to organize classroom instruction towards promoting argumentation and coordination between claims and evidence, and videotaped their science lessons. Content analysis on students' written arguments reveals that photos were cited the most in students' written arguments, while tables were cited the least. Students tended to merely point to an inscription without articulate its relation to a particular claim, or to assert that an inscription "shows" a claim without saying how. They were also likely to credit inscriptions that aligned with their own position rather than discount those that supported counterclaims. From pre to post, these patterns did not change significantly. Analysis on science instruction further shows that the contestability of the claims students encountered in the classroom was low, meaning that they were not framed in arguable ways. The resources available to students for resolving these claims were also limited. The classroom discourse was not open enough for productive argumentation. These patterns may potentially account for the lack of change in students' use of inscriptions in their written arguments. This study extends previous research on what children think counts as evidence in arguing about everyday science. Findings suggest that while students learn to evaluate scientific explanations in school, they are put in a different position of having to justify their decisions when facing everyday science. School science should explicitly link the two tasks. Further, we need to frame the learning of science as stabilizing legitimately contestable claims, and provide relevant resources for students to argue with. Classroom discourse, lastly, should be open to argumentation and integrative with disciplinary and epistemic aspects of scientific practices.

Dissipation in microwave quantum circuits with hybrid nanowire Josephson elements

NASA Astrophysics Data System (ADS)

Mugnai, D.; Ranfagni, A.; Agresti, A.

2017-04-01

Recent experiments on hybrid Josephson junctions have made the argument a topical subject. However, a quantity which remains still unknown is the tunneling (or response) time, which is strictly connected to the role that dissipation plays in the dynamics of the complete system. A simple way for evaluating dissipation in microwave circuits, previously developed for describing the dynamics of conventional Josephson junctions, is now presented as suitable for application even to non-conventional junctions. The method is based on a stochastic model, as derived from the telegrapher's equation, and is particularly devoted to the case of junctions loaded by real transmission lines. When the load is constituted by lumped-constant circuits, a connection with the stochastic model is also maintained. The theoretical model demonstrated its ability to analyze both classically-allowed and forbidden processes, and has found a wide field of applicability, namely in all cases in which dissipative effects cannot be ignored.

Refusal skill ability: an examination of adolescent perceptions of effectiveness.

PubMed

Nichols, Tracy R; Birnel, Sara; Graber, Julia A; Brooks-Gunn, Jeanne; Botvin, Gilbert J

2010-06-01

This pilot study examined whether refusal assertion as defined by a proven drug prevention program was associated with adolescent perceptions of effectiveness by comparing two sets of coded responses to adolescent videotaped refusal role-plays (N = 63). The original set of codes was defined by programmatic standards of refusal assertion and the second by a group of high school interns. Consistency with programming criteria was found for interns' ratings of several indicators of verbal and non-verbal assertiveness. However, a strategy previously defined by the program as effective was perceived as ineffective by adolescents while another deemed ineffective and problematic by intervention developers was viewed as effective. Interns endorsed presenting detailed and reasonable arguments as an effective refusal strategy while short, simple statements were deemed ineffective. This study suggests the importance of including adolescent perspectives in the design, delivery, and evaluation of drug prevention strategies.

"You must eat the salad because it is nutritious". Argumentative strategies adopted by parents and children in food-related discussions at mealtimes.

PubMed

Bova, Antonio; Arcidiacono, Francesco

2014-02-01

At mealtimes, the evaluation of the appropriate (or not appropriate) behavior concerning the food is often assumed as a topic of discourse. The aim of this study is to single out the argumentative strategies used by parents with their children and by children with their parents in order to convince the other party to eat or not to eat a certain food. Within a data corpus constituted by 30 video-recorded meals of 10 middle to upper-middle-class Swiss and Italian families, we selected a corpus of 77 argumentative discussions between parents and children arisen around a food-related issue. Data are presented through discursive excerpts of argumentative discussions that were found within the data corpus and analyzed through the pragma-dialectical model of critical discussion. The results of this study show that the feeding practices in families with young children during mealtimes are argumentatively co-constructed by participants. In most cases parents put forward arguments based on the quality (e.g., very good, nutritious, salty, or not good) and quantity (e.g., too little, quite enough, or too much) of food to convince their children to eat. Similarly, children put forward arguments based on the quality and quantity of food to convince their parents to change their standpoint, although their view on the issue is the opposite of that of their parents. Copyright © 2013 Elsevier Ltd. All rights reserved.

Arguments from Developmental Order.

PubMed

Stöckle-Schobel, Richard

2016-01-01

In this article, I investigate a special type of argument regarding the role of development in theorizing about psychological processes and cognitive capacities. Among the issues that developmental psychologists study, discovering the ontogenetic trajectory of mechanisms or capacities underpinning our cognitive functions ranks highly. The order in which functions are developed or capacities are acquired is a matter of debate between competing psychological theories, and also philosophical conceptions of the mind - getting the role and the significance of the different steps in this order right could be seen as an important virtue of such theories. Thus, a special kind of strategy in arguments between competing philosophical or psychological theories is using developmental order in arguing for or against a given psychological claim. In this article, I will introduce an analysis of arguments from developmental order, which come in two general types: arguments emphasizing the importance of the early cognitive processes and arguments emphasizing the late cognitive processes. I will discuss their role in one of the central tools for evaluating scientific theories, namely in making inferences to the best explanation. I will argue that appeal to developmental order is, by itself, an insufficient criterion for theory choice and has to be part of an argument based on other core explanatory or empirical virtues. I will end by proposing a more concerted study of philosophical issues concerning (cognitive) development, and I will present some topics that also pertain to a full-fledged 'philosophy of development.'

Science students' critical examination of scientific information related to socioscientific issues

NASA Astrophysics Data System (ADS)

Dankert Kolstø, Stein; Bungum, Berit; Arnesen, Erik; Isnes, Anders; Kristensen, Terje; Mathiassen, Ketil; Mestad, Idar; Quale, Andreas; Sissel Vedvik Tonning, Anne; Ulvik, Marit

2006-07-01

It is widely accepted that to be scientifically literate one needs to have the ability to make thoughtful decisions about socioscientific issues (SSI). This includes critical assessment of scientific claims and arguments involved. In this study we asked 89 science education students with substantial academic qualifications in science, working in groups of two and three, to assess the reliability of scientific claims in an article of their own choice, but related to a socioscientific issue, and to present their evaluation in a short text. In analyzing the students' texts, we focused on the criteria they had explicitly and implicitly used in their evaluations. Through a qualitative analysis, we identified 13 different criteria focusing on empirical and theoretical adequacy, completeness of presented information, social aspects, and manipulative strategies. An inspection of the students' evaluations revealed that they drew upon knowledge of possible institutional interests, different signs of competence and an appreciation of concurrent expert views, but also methodological norms in science, specialized content knowledge, and an appreciation of evidence and disclosure of sources. The number of criteria used and the quality of their application varied, indicating that critical examination of texts with a science dimension needs to be emphasized in science teacher education.

Developing the Evaluation Scale to Determine the Impact of Body Language in an Argument: Reliability & Validity Analysis

ERIC Educational Resources Information Center

Karadag, Engin; Caliskan, Nihat; Yesil, Rustu

2008-01-01

In this research, it is aimed to develop a scale to observe the body language which is used during an argument. A sample group of 266 teacher candidates study at the departments of Class, Turkish or Social Sciences at the Faculty of Education was used in this study. A logical and statistical approach was pursued during the development of scale. An…

Market Discrimination Against the Poor and the Impact of Consumer Disclosure Laws: The Used Car Industry. Discussion Paper No. 486-78.

ERIC Educational Resources Information Center

McNeil, Kenneth; And Others

The poor pay more than the non-poor for similar products in many consumer goods markets. This disparity seems not to be addressed by consumer protection regulations like disclosure laws. Several lines of argument suggest that the poor will not benefit from disclosure regulation either because they lack the ability to use information effectively…

Are United States Medical Licensing Exam Step 1 and 2 scores valid measures for postgraduate medical residency selection decisions?

PubMed

McGaghie, William C; Cohen, Elaine R; Wayne, Diane B

2011-01-01

United States Medical Licensing Examination (USMLE) scores are frequently used by residency program directors when evaluating applicants. The objectives of this report are to study the chain of reasoning and evidence that underlies the use of USMLE Step 1 and 2 scores for postgraduate medical resident selection decisions and to evaluate the validity argument about the utility of USMLE scores for this purpose. This is a research synthesis using the critical review approach. The study first describes the chain of reasoning that underlies a validity argument about using test scores for a specific purpose. It continues by summarizing correlations of USMLE Step 1 and 2 scores and reliable measures of clinical skill acquisition drawn from nine studies involving 393 medical learners from 2005 to 2010. The integrity of the validity argument about using USMLE Step 1 and 2 scores for postgraduate residency selection decisions is tested. The research synthesis shows that USMLE Step 1 and 2 scores are not correlated with reliable measures of medical students', residents', and fellows' clinical skill acquisition. The validity argument about using USMLE Step 1 and 2 scores for postgraduate residency selection decisions is neither structured, coherent, nor evidence based. The USMLE score validity argument breaks down on grounds of extrapolation and decision/interpretation because the scores are not associated with measures of clinical skill acquisition among advanced medical students, residents, and subspecialty fellows. Continued use of USMLE Step 1 and 2 scores for postgraduate medical residency selection decisions is discouraged.

From species ethics to social concerns: Habermas's critique of "liberal eugenics" evaluated.

PubMed

Árnason, Vilhjálmur

2014-10-01

Three arguments of Habermas against "liberal eugenics" -- the arguments from consent, responsibility, and instrumentalization -- are critically evaluated and explicated in the light of his discourse ethics and social theory. It is argued that these arguments move partly at a too deep level and are in part too individualistic and psychological to sufficiently counter the liberal position that he sets out to criticize. This is also due to limitations that prevent discourse ethics from connecting effectively to the moral and political domains, e.g., through a discussion of justice. In spite of these weaknesses, Habermas's thesis is of major relevance and brings up neglected issues in the discussion about eugenic reproductive practices. This relevance has not been duly recognized in bioethics, largely because of the depth of his speculations of philosophical anthropology. It is argued that Habermas's notion of the colonization of the lifeworld could provide the analytical tool needed to build that bridge to the moral and political domain.

Normative ethics does not need a foundation: it needs more science.

PubMed

Quintelier, Katinka; Van Speybroeck, Linda; Braeckman, Johan

2011-03-01

The impact of science on ethics forms since long the subject of intense debate. Although there is a growing consensus that science can describe morality and explain its evolutionary origins, there is less consensus about the ability of science to provide input to the normative domain of ethics. Whereas defenders of a scientific normative ethics appeal to naturalism, its critics either see the naturalistic fallacy committed or argue that the relevance of science to normative ethics remains undemonstrated. In this paper, we argue that current scientific normative ethicists commit no fallacy, that criticisms of scientific ethics contradict each other, and that scientific insights are relevant to normative inquiries by informing ethics about the options open to the ethical debate. Moreover, when conceiving normative ethics as being a nonfoundational ethics, science can be used to evaluate every possible norm. This stands in contrast to foundational ethics in which some norms remain beyond scientific inquiry. Finally, we state that a difference in conception of normative ethics underlies the disagreement between proponents and opponents of a scientific ethics. Our argument is based on and preceded by a reconsideration of the notions naturalistic fallacy and foundational ethics. This argument differs from previous work in scientific ethics: whereas before the philosophical project of naturalizing the normative has been stressed, here we focus on concrete consequences of biological findings for normative decisions or on the day-to-day normative relevance of these scientific insights.

A contemporary approach to validity arguments: a practical guide to Kane's framework.

PubMed

Cook, David A; Brydges, Ryan; Ginsburg, Shiphra; Hatala, Rose

2015-06-01

Assessment is central to medical education and the validation of assessments is vital to their use. Earlier validity frameworks suffer from a multiplicity of types of validity or failure to prioritise among sources of validity evidence. Kane's framework addresses both concerns by emphasising key inferences as the assessment progresses from a single observation to a final decision. Evidence evaluating these inferences is planned and presented as a validity argument. We aim to offer a practical introduction to the key concepts of Kane's framework that educators will find accessible and applicable to a wide range of assessment tools and activities. All assessments are ultimately intended to facilitate a defensible decision about the person being assessed. Validation is the process of collecting and interpreting evidence to support that decision. Rigorous validation involves articulating the claims and assumptions associated with the proposed decision (the interpretation/use argument), empirically testing these assumptions, and organising evidence into a coherent validity argument. Kane identifies four inferences in the validity argument: Scoring (translating an observation into one or more scores); Generalisation (using the score[s] as a reflection of performance in a test setting); Extrapolation (using the score[s] as a reflection of real-world performance), and Implications (applying the score[s] to inform a decision or action). Evidence should be collected to support each of these inferences and should focus on the most questionable assumptions in the chain of inference. Key assumptions (and needed evidence) vary depending on the assessment's intended use or associated decision. Kane's framework applies to quantitative and qualitative assessments, and to individual tests and programmes of assessment. Validation focuses on evaluating the key claims, assumptions and inferences that link assessment scores with their intended interpretations and uses. The Implications and associated decisions are the most important inferences in the validity argument. © 2015 John Wiley & Sons Ltd.

Case studies in pathophysiology: The development and evaluation of an interactive online learning environment to develop higher order thinking and argumentation

NASA Astrophysics Data System (ADS)

Titterington, Lynda C.

2007-12-01

This study presents a framework for examining the effects of higher order thinking on the achievement of allied health students enrolled in a pathophysiology course. A series of clinical case studies was developed and published in an enriched online environment that guided students through the process of developing a solution and supporting it through data analysis and interpretation. The series of case study modules scaffolded argumentation through question prompts. The modules began with a simple, direct problem and they became progressively more complex throughout the quarter. A control group was assigned a pencil-and-paper case study based upon recall. The case studies were scored for content accuracy and evidence of higher order thinking skills. Higher order thinking was measured using a rubric based upon the Toulmin argumentation pattern. The results indicated implementing a case study of either online or traditional format was associated with significant gains in achievement. The Web-enhanced case studies were associated with modest gains in knowledge acquisition. The argumentation scores across the series followed two trends: directed case studies were associated with higher levels of argumentation than ill-structured case studies, and there appeared to be an inverse relationship between the students' argumentation and content scores. The protocols developed for this study can serve as a template for a larger, extended investigation into student learning in the online environment.

The Dimensionality of Reasoning: Inductive and Deductive Inference can be Explained by a Single Process.

PubMed

Hayes, Brett K; Stephens, Rachel G; Ngo, Jeremy; Dunn, John C

2018-02-01

Three-experiments examined the number of qualitatively different processing dimensions needed to account for inductive and deductive reasoning. In each study, participants were presented with arguments that varied in logical validity and consistency with background knowledge (believability), and evaluated them according to deductive criteria (whether the conclusion was necessarily true given the premises) or inductive criteria (whether the conclusion was plausible given the premises). We examined factors including working memory load (Experiments 1 and 2), individual working memory capacity (Experiments 1 and 2), and decision time (Experiment 3), which according to dual-processing theories, modulate the contribution of heuristic and analytic processes to reasoning. A number of empirical dissociations were found. Argument validity affected deduction more than induction. Argument believability affected induction more than deduction. Lower working memory capacity reduced sensitivity to argument validity and increased sensitivity to argument believability, especially under induction instructions. Reduced decision time led to decreased sensitivity to argument validity. State-trace analyses of each experiment, however, found that only a single underlying dimension was required to explain patterns of inductive and deductive judgments. These results show that the dissociations, which have traditionally been seen as supporting dual-processing models of reasoning, are consistent with a single-process model that assumes a common evidentiary scale for induction and deduction. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Mild aphasia: is this the place for an argument?

PubMed

Armstrong, Elizabeth; Fox, Sarah; Wilkinson, Ray

2013-05-01

Individuals with mild aphasia often report significant disruption to their communication despite seemingly minor impairment. This study explored this phenomenon through examining conversations of a person with mild aphasia engaging in argumentation--a skill she felt had significantly deteriorated after her stroke. A person with mild aphasia and her husband recorded 4 conversations involving topical issues. The discourse dynamics and lexical-grammatical content were analyzed using systemic functional linguistic (Halliday & Matthiessen, 2004) and conversation analysis (Sacks, Schegloff, & Jefferson, 1974) frameworks. The couple demonstrated similarities in the types of conversational moves, but the language of the person with aphasia was more nonspecific and simplified, manifesting in difficulties developing a logical argument and responding to the partner's line of argument. In addition, the nonaphasic speaker recurrently overlapped the aphasic speaker in order to request clarification of particular points, highlighting the types of behaviors that can occur in this form of higher level language activity. The complex argument task and the multilevel and multi-approach analysis are useful tools for examining persons with mild aphasia, revealing aspects that are often overlooked in standard tests. Treatment could incorporate more complex notions such as evaluative language and the role of overlap in complex conversations.

Content Analysis of Evaluation Instruments Used for Student Evaluation of Classroom Teaching Performance in Higher Education.

ERIC Educational Resources Information Center

Tagomori, Harry T.; Bishop, Laurence A.

A major argument against evaluation of teacher performance by students pertains to the instruments being used. Colleges conduct instructional evaluation using instruments they devise, borrow, adopt, or adapt from other institutions. Whether these instruments are tested for content validity is unknown. This study determined how evaluation questions…

An Ounce of Prevention Beats a Pound of Cure: Resourcing the State Department to Defend the Nation

DTIC Science & Technology

2010-04-01

17 The DOS lacks the resources to lead USG efforts .....................................................25 Summary...failing states 5) The DOS lacks the resources to lead USG efforts After compelling the reader to accept these five arguments, a disparity in US foreign...world‟s most powerful nation. The nation-states in which these terrorists operate lack the ability to monitor or disrupt the operations of these

The role of persuasion power on the consensus formation

NASA Astrophysics Data System (ADS)

Gündüç, Semra; Eryiğit, Recep

2015-05-01

An opinion dynamics model which is based on a version of two dimensional Sznajd model is introduced. According to this model the dynamics is governed by the interactions between four agents which live on the corners of a plaquette and their neighbors. The distinctive feature of the model is that each individual is identified by two parameters, namely, opinion and persuasion ability. The united group may persuade the individuals living at the neighboring sites according to both the number and their persuasion ability. This form of the model is used to discuss opinion dynamics processes in societies where a campaign is conducted by the principle being united and putting forward arguments which are commonly accepted by the members of the society. It is seen that persuasion parameter plays the major role in the societies where a minority opinion gains ground to be the major opinion of the society. The model has been applied to the Scottish referendum opinion poles data since 2011. The model in its simplicity, predicts that the arguments of the minority opinion ("YES" votes) are more appealing despite the observed win of the "NO" votes. This result may be due to the abundance of the "NO" opinion supporters at the beginning of the campaign.

Informed choice and the nanny state: learning from the tobacco industry.

PubMed

Hoek, Janet

2015-08-01

To examine the 'nanny state' arguments used by tobacco companies, explore the cognitive biases that impede smokers' ability to make fully informed choices, and analyse the implications for those working to limit the harmful effects of other risk products. A critical analysis of the practices engaged in by the tobacco industry, the logic on which they relied, and the extent to which their work has informed approaches used by other industries. The tobacco industry's deliberate strategy of challenging scientific evidence undermines smokers' ability to understand the harms smoking poses and questions arguments that smoking is an informed choice. Cognitive biases predispose smokers to discount risk information, particularly when this evidence is disputed and framed as uncertain. Only state intervention has held the tobacco industry to account and begun ameliorating the effects of their sustained duplicity. Evidence other industries are now adopting similar tactics, particularly use of 'nanny state' claims to oppose proportionate interventions, is concerning. Some marketing strategies have deliberately mis-informed consumers thus directly contributing to many public health problems. Far from removing free choice, government policies that restrain commercial communications and stimuli are prerequisites necessary to promote free choice. Copyright © 2015 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.

Gravitational radiation quadrupole formula is valid for gravitationally interacting systems

NASA Technical Reports Server (NTRS)

Walker, M.; Will, C. M.

1980-01-01

An argument is presented for the validity of the quadrupole formula for gravitational radiation energy loss in the far field of nearly Newtonian (e.g., binary stellar) systems. This argument differs from earlier ones in that it determines beforehand the formal accuracy of approximation required to describe gravitationally self-interacting systems, uses the corresponding approximate equation of motion explicitly, and evaluates the appropriate asymptotic quantities by matching along the correct space-time light cones.

Evaluating the American Nurses Association's arguments against nurse participation in assisted suicide.

PubMed

Vogelstein, Eric

2017-01-01

This discussion paper critically assesses the American Nurses Association's stated arguments against nurse participation in assisted suicide, as found in its current (2013) position statement. Seven distinct arguments can be gleaned from the American Nurses Association's statement, based on (1) the American Nurses Association's Code of Ethics with Interpretive Statements and its injunction against nurses acting with the sole intent to end life, (2) the risks of abuse and misuse of assisted suicide, (3) nursing's social contract or covenant with society, (4) the contention that nurses must not harm their patients, (5) the sanctity of life, (6) the traditions of nursing, and (7) the fundamental goals of nursing. Each of these arguments is evaluated, and none are found to be convincing. This is crucial because the American Nurses Association's official stance on nurse participation in assisted suicide can have significant consequences for the well-being of nurses who care for patients in jurisdictions in which assisted suicide is legally available. The American Nurses Association should therefore have a strong and convincing justification for opposing the practice, if it is to take such a position. That it fails to evince such a justification in its official statement on the matter places a burden on the American Nurses Association to more strongly justify its position, or else abandon its stance against nurse participation in assisted suicide.

The Ĝ infrared search for extraterrestrial civilizations with large energy supplies. I. Background and justification

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wright, J. T.; Mullan, B.; Sigurdsson, S.

We motivate the Ĝ infrared search for extraterrestrial civilizations with large energy supplies. We discuss some philosophical difficulties of the search for extraterrestrial intelligence (SETI), and how communication SETI circumvents them. We review 'Dysonian SETI', the search for artifacts of alien civilizations, and find that it is highly complementary to traditional communication SETI; the two together might succeed where either one alone has not. We discuss the argument of Hart that spacefaring life in the Milky Way should be either galaxy-spanning or non-existent, and examine a portion of his argument that we call the 'monocultural fallacy'. We discuss some rebuttalsmore » to Hart that invoke sustainability and predict long Galaxy colonization timescales. We find that the maximum Galaxy colonization timescale is actually much shorter than previous work has found (<10{sup 9} yr), and that many 'sustainability' counter-arguments to Hart's thesis suffer from the monocultural fallacy. We extend Hart's argument to alien energy supplies and argue that detectably large energy supplies can plausibly be expected to exist because life has the potential for exponential growth until checked by resources or other limitations, and intelligence implies the ability to overcome such limitations. As such, if Hart's thesis is correct, then searches for large alien civilizations in other galaxies may be fruitful; if it is incorrect, then searches for civilizations within the Milky Way are more likely to succeed than Hart argued. We review some past Dysonian SETI efforts and discuss the promise of new mid-infrared surveys, such as that of WISE.« less

The Ĝ Infrared Search for Extraterrestrial Civilizations with Large Energy Supplies. I. Background and Justification

NASA Astrophysics Data System (ADS)

Wright, J. T.; Mullan, B.; Sigurdsson, S.; Povich, M. S.

2014-09-01

We motivate the Ĝ infrared search for extraterrestrial civilizations with large energy supplies. We discuss some philosophical difficulties of the search for extraterrestrial intelligence (SETI), and how communication SETI circumvents them. We review "Dysonian SETI," the search for artifacts of alien civilizations, and find that it is highly complementary to traditional communication SETI; the two together might succeed where either one alone has not. We discuss the argument of Hart that spacefaring life in the Milky Way should be either galaxy-spanning or non-existent, and examine a portion of his argument that we call the "monocultural fallacy." We discuss some rebuttals to Hart that invoke sustainability and predict long Galaxy colonization timescales. We find that the maximum Galaxy colonization timescale is actually much shorter than previous work has found (<109 yr), and that many "sustainability" counter-arguments to Hart's thesis suffer from the monocultural fallacy. We extend Hart's argument to alien energy supplies and argue that detectably large energy supplies can plausibly be expected to exist because life has the potential for exponential growth until checked by resources or other limitations, and intelligence implies the ability to overcome such limitations. As such, if Hart's thesis is correct, then searches for large alien civilizations in other galaxies may be fruitful; if it is incorrect, then searches for civilizations within the Milky Way are more likely to succeed than Hart argued. We review some past Dysonian SETI efforts and discuss the promise of new mid-infrared surveys, such as that of WISE.

Assumptions at the philosophical and programmatic levels in evaluation.

PubMed

Mertens, Donna M

2016-12-01

Stakeholders and evaluators hold a variety of levels of assumptions at the philosophical, methodological, and programmatic levels. The use of a transformative philosophical framework is presented as a way for evaluators to become more aware of the implications of various assumptions made by themselves and program stakeholders. The argument is examined and demonstrated that evaluators who are aware of the assumptions that underlie their evaluation choices are able to provide useful support for stakeholders in the examination of the assumptions they hold with regard to the nature of the problem being addressed, the program designed to solve the problem, and the approach to evaluation that is appropriate in that context. Such an informed approach has the potential for development of more appropriate and culturally responsive programs being implemented in ways that lead to the desired impacts, as well as to lead to evaluation approaches that support effective solutions to intransigent social problems. These arguments are illustrated through examples of evaluations from multiple sectors; additional challenges are also identified. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Effect of Generate Argument’ Instruction Model to Increase Reasoning Ability of Seventh Grade Students on Interactions of Living Thing with their Environment

NASA Astrophysics Data System (ADS)

Darmawanti, Y.; Siahaan, P.; Widodo, A.

2017-02-01

This study aim to examine the effect of generates an argument instruction model to increase students’ thinking skills, especially reasoning ability in lesson material of interactions of living thing with their environment. The study use weak experimental method with and the design is One-group pretest-posttest design. Sample in this study consists of 34 junior high school students of Seventh Grade in one of the junior high school in Ciamis. The instrument used to collect data is the essay questions of reasoning ability test according to reasoning Marzano’s framework which consist of the eight indicators that are comparing, classifying, induction, deduction, constructing support, analyzing perspectives, analyzing errors, and abstraction. In generally, the results show there is an increase in the students’ reasoning ability is significantly (Sig = 0.000). In addition, an increase in the ability of reasoning also viewed based on gender, and the result show there is not significantly (Sig = 0.168) the difference of reasoning ability between male student and female student. Increasing the ability of reasoning divided into two categories that is middle and low category.

Justification and Persuasion about Cloning: Arguments in Hwang's Paper and Journalistic Reported Versions

NASA Astrophysics Data System (ADS)

Jiménez-Aleixandre, María Pilar; Federico-Agraso, Marta

2009-05-01

We examine the argumentative structure of Hwang et al.’s (2004) paper about human somatic cell nuclear transfer (SCNT, or ‘therapeutic cloning’), contrasted with four Journalistic Reported Versions (JRV) of it, and with students’ summaries of one JRV. As the evaluation of evidence is one of the critical features of argumentation (Jiménez-Aleixandre 2008), the analysis focuses on the use of evidence, drawing from instruments to analyze written argumentation (Kelly et al. 2008) and from studies about the structure of empirical research reports (Swales 2001). The objectives are: 1) To examine the use of evidence and the argumentative structure of Hwang et al.’s Science, 303: 1669-1674 (2004) original paper in terms of the criteria: a) pertinence of the evidence presented to the claims; b) sufficiency of the evidence for the purpose of supporting the claims; and c) coordination of the evidence across epistemic levels. 2) To explore how the structure of Hwang’s paper translates into the JRV and into university students’ perceptions about the evidence supporting the claims. The argumentative structure of Hwang’s paper is such that its apparently ostensible main claim about NT constitutes a justification for a second claim about its therapeutic applications, for which no evidence is offered. However, this second claim receives prominent treatment in the JRV and in the students’ summaries. Implications for promoting critical reading in the classroom are discussed.

Relating Images, Concepts, and Words.

DTIC Science & Technology

1979-01-01

ability, and some efficiency arguments for the plausibility of these ideas. Development of perceptual representation schemes My basic developmental notions...H.H. Clark, "Space, Time, Semantics, and the Child," in T.E. Moore (Ed.), Cognitive Development and the Acquisition of Language, New York: Academic...for public rleme; Distibution Unlimited *This work is s or.dby the Office of Naval Research under *, Contract Numbe1 4-612- *< ., 80 5 5 075 Page 2

Defining Time: The Argument for a Paradigm Shift in Air Force Thinking

DTIC Science & Technology

2013-04-03

the ability to effectively cope with unique mental stressors and challenges needed to ensure mission readiness,” adding, “A servicemember’s family’s...nuclear sorties since it supports the higher level priority.28 In order to allow maximum flexibility , as well as the most effective ...and a continuing reduction in the Total Force planned through 2017, the Air Force must manage all of its resources effectively and efficiently

Socioscientific Issues: A Path Towards Advanced Scientific Literacy and Improved Conceptual Understanding of Socially Controversial Scientific Theories

NASA Astrophysics Data System (ADS)

Pinzino, Dean William

This thesis investigates the use of socioscientific issues (SSI) in the high school science classroom as an introduction to argumentation and socioscientific reasoning, with the goal of improving students' scientific literacy (SL). Current research is reviewed that supports the likelihood of students developing a greater conceptual understanding of scientific theories as well as a deeper understanding of the nature of science (NOS), through participation in informal and formal forms of argumentation in the context of SSI. Significant gains in such understanding may improve a student's ability to recognize the rigor, legitimacy, and veracity of scientific claims and better discern science from pseudoscience. Furthermore, students that participate in significant SSI instruction by negotiating a range of science-related social issues can make significant gains in content knowledge and develop the life-long skills of argumentation and evidence-based reasoning, goals not possible in traditional lecture-based science instruction. SSI-based instruction may therefore help students become responsible citizens. This synthesis also suggests that that the improvements in science literacy and NOS understanding that develop from sustained engagement in SSI-based instruction will better prepare students to examine and scrutinize socially controversial scientific theories (i.e., evolution, global warming, and the Big Bang).

Computer program for Bessel and Hankel functions

NASA Technical Reports Server (NTRS)

Kreider, Kevin L.; Saule, Arthur V.; Rice, Edward J.; Clark, Bruce J.

1991-01-01

A set of FORTRAN subroutines for calculating Bessel and Hankel functions is presented. The routines calculate Bessel and Hankel functions of the first and second kinds, as well as their derivatives, for wide ranges of integer order and real or complex argument in single or double precision. Depending on the order and argument, one of three evaluation methods is used: the power series definition, an Airy function expansion, or an asymptotic expansion. Routines to calculate Airy functions and their derivatives are also included.

The Case for Expanding Standards for Teacher Evaluation to Include an Instructional Supervision Perspective

ERIC Educational Resources Information Center

Holland, Patricia

2005-01-01

Despite the concerns of scholars in the field of instructional supervision, teacher evaluations continue to emphasize bureaucratic accountability and standardization. This article presents an argument for extending the Joint Committee on Standards' Personnel Evaluation Standards to include standards related to the practice of supervision. The…

Outreach and Program Evaluation: Some Measurement Issues.

ERIC Educational Resources Information Center

Richard, Alan J.; And Others

1996-01-01

The experience of 10 years evaluating HIV risk-reduction intervention for drug users leads to the argument that program outreach workers are part of the intervention continuum and have important effects on service delivery. Improving pre-enrollment data collection will address evaluation issues raised by pre-enrollment outreach contacts. (SLD)

Utility assessment of a map-based online geo-collaboration tool.

PubMed

Sidlar, Christopher L; Rinner, Claus

2009-05-01

Spatial group decision-making processes often include both informal and analytical components. Discussions among stakeholders or planning experts are an example of an informal component. When participants discuss spatial planning projects they typically express concerns and comments by pointing to places on a map. The Argumentation Map model provides a conceptual basis for collaborative tools that enable explicit linkages of arguments to the places to which they refer. These tools allow for the input of explicitly geo-referenced arguments as well as the visual access to arguments through a map interface. In this paper, we will review previous utility studies in geo-collaboration and evaluate a case study of a Web-based Argumentation Map application. The case study was conducted in the summer of 2005 when student participants discussed planning issues on the University of Toronto St. George campus. During a one-week unmoderated discussion phase, 11 participants wrote 60 comments on issues such as safety, facilities, parking, and building aesthetics. By measuring the participants' use of geographic references, we draw conclusions on how well the software tool supported the potential of the underlying concept. This research aims to contribute to a scientific approach to geo-collaboration in which the engineering of novel spatial decision support methods is complemented by a critical assessment of their utility in controlled, realistic experiments.

Investigating the Intertwinement of Knowledge, Value, and Experience of Upper Secondary Students' Argumentation Concerning Socioscientific Issues

NASA Astrophysics Data System (ADS)

Rundgren, Carl-Johan; Eriksson, Martin; Rundgren, Shu-Nu Chang

2016-12-01

This study aims to explore students' argumentation and decision-making relating to an authentic socioscientific issue (SSI)—the problem of environmental toxins in fish from the Baltic Sea. A multi-disciplinary instructional module, designed in order to develop students' skills to argue about complex SSI, was successfully tested. Seven science majors in the final year of their upper secondary studies participated in this study. Their argumentation and decision-making processes were followed closely, and data were collected during multiple stages of the instructional module: group discussions were audio recorded, the participants wrote reports on their decision making, and postexercise interviews were conducted with individual students. The analysis focused on the skill of evaluation demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Even though all of the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions. All of the students took counter-arguments and the limitations of their claims into account and were able to extend their claims where appropriate. However, their decisions differed depending on their background knowledge, values, and experiences (i.e., their intellectual baggage). The implication to SSI teaching and learning is discussed.

"Lay epidemiology": an important factor in Danish parents' decision of whether to allow their child to receive a BCG vaccination. A qualitative exploration of parental perspective.

PubMed

Pihl, Gitte Thybo; Johannessen, Helle; Ammentorp, Jette; Jensen, Jane Schmidt; Kofoed, Poul-Erik

2017-11-21

Vaccination is used worldwide to prevent infectious diseases. However, vaccination programmes in western countries face challenges in sustaining high coverage rates. The aim of this study was to explore how parents in Denmark make a decision about whether to allow their child to receive a Bacille Calmette Guerin vaccine at birth for the purpose of achieving non-specific effects on the immune system. A total of five focus groups were conducted with expectant mothers and fathers. Written information about the vaccine and information about the hypothesis of non-specific effects of the vaccine were delivered in order to discuss considerations and determinants of parents' decisions. Heritable factors and the possibility of stimulating the immune system of the child to achieve less atopic diseases and fewer infections were identified as arguments in favour of receiving the BCG vaccine. Arguments against receiving BCG mainly focused on concerns about its described and non-described side effects. Both arguments for and arguments against the vaccine were seen as parents attempt to make an individual risk evaluation for their child. Attitudes and beliefs in the local network were identified as important for parents' decisions. It is discussed how "lay epidemiology" characterizes parents' risk evaluation as an individual addition to the population-based risk declaration. It is furthermore discussed how health professionals should engage with both the empirical element and the value element of "Lay epidemiology". "Lay epidemiology" forms the basis for the parental decision of whether to allow their child to receive a BCG vaccination. Attitudes and beliefs about the causes and distribution of illnesses in the family or local network influence parents' risk evaluations. It would be ideal for parents if health professionals focused their communication about the BCG vaccine on individual risk evaluations.

Evaluation of DNA barcode candidates for the discrimination of Artemisia L.

PubMed

Liu, Geyu; Ning, Huixia; Ayidaerhan, Nurbolati; Aisa, Haji Akber

2017-11-01

Because of the very similar morphologies and wide diversity of Artemisia L. varieties, they are difficult to identify, and there have been many arguments about the systematic classification Artemisia L., especially concerning the division of species. DNA barcode technology is used to rapidly identify species based on standard short DNA sequences. To evaluate seven candidate DNA barcodes (ITS, ITS2, psbA-trnH, rbcL, matK, rpoB, and rpoC1) regarding their ability to identify closely related species of the Artemisia genus in Xinjiang. The corresponding PCR amplification efficiency, detectable genetic divergence, identification efficiency and phylogenetic tree were assessed. We found that the internal transcribed spacer (ITS) region exhibited the highest interspecific divergence, which was significantly higher than the observed intraspecific variation and showed the highest identification efficiency, followed by ITS2, psbA-trnH and, finally, rpoB. matK, rbcL, and rpoC1 performed poorly in this evaluation. ITS, ITS2, and psbA-trnH were able to perfectly identify the tested species Artemisia annua, A. absinthium, A. rupestris, A. tonurnefortiana, A. austriaca, A. dracunculus, A. vulgaris, and A. macrocephala. Therefore, we propose the ITS, ITS2, and psbA-trnH regions as promising DNA barcodes for the closely related species of Artemisia L. in Xinjiang.

The Logic of Evaluative Argument. CSE Monograph Series in Evaluation, 7.

ERIC Educational Resources Information Center

House, Ernest R.

Evaluation is an act of persuasion directed to a specific audience concerning the solution of a problem. The process of evaluation is prescribed by the nature of knowledge--which is generally complex, always uncertain (in varying degrees), and not always propositional--and by the nature of logic, which is always selective. In the process of…

Rational hypocrisy: a Bayesian analysis based on informal argumentation and slippery slopes.

PubMed

Rai, Tage S; Holyoak, Keith J

2014-01-01

Moral hypocrisy is typically viewed as an ethical accusation: Someone is applying different moral standards to essentially identical cases, dishonestly claiming that one action is acceptable while otherwise equivalent actions are not. We suggest that in some instances the apparent logical inconsistency stems from different evaluations of a weak argument, rather than dishonesty per se. Extending Corner, Hahn, and Oaksford's (2006) analysis of slippery slope arguments, we develop a Bayesian framework in which accusations of hypocrisy depend on inferences of shared category membership between proposed actions and previous standards, based on prior probabilities that inform the strength of competing hypotheses. Across three experiments, we demonstrate that inferences of hypocrisy increase as perceptions of the likelihood of shared category membership between precedent cases and current cases increase, that these inferences follow established principles of category induction, and that the presence of self-serving motives increases inferences of hypocrisy independent of changes in the actions themselves. Taken together, these results demonstrate that Bayesian analyses of weak arguments may have implications for assessing moral reasoning. © 2014 Cognitive Science Society, Inc.

Moving from voluntary euthanasia to non-voluntary euthanasia: equality and compassion.

PubMed

Amaraskekara, Kumar; Bagaric, Mirko

2004-09-01

The recent Dutch law legalising active voluntary euthanasia will reignite the euthanasia debate. An illuminating method for evaluating the moral status of a practice is to follow the implications of the practice to its logical conclusion. The argument for compassion is one of the central arguments in favour of voluntary active euthanasia. This argument applies perhaps even more forcefully in relation to incompetent patients. If active voluntary euthanasia is legalised, arguments based on compassion and equality will be directed towards legalising active non-voluntary euthanasia in order to make accelerated termination of death available also to the incompetent. The removal of discrimination against the incompetent has the potential to become as potent a catch-cry as the right to die. However, the legalisation of non-voluntary euthanasia is undesirable. A review of the relevant authorities reveals that there is no coherent and workable "best interests" test which can be invoked to decide whether an incompetent patient is better off dead. This provides a strong reason for not stepping onto the slippery path of permitting active voluntary euthanasia.

Should patients with self-inflicted illness receive lower priority in access to healthcare resources? Mapping out the debate.

PubMed

Sharkey, Kerith; Gillam, Lynn

2010-11-01

The distribution of scarce healthcare resources is an increasingly important issue due to factors such as expensive 'high tech' medicine, longer life expectancies and the rising prevalence of chronic illness. Furthermore, in the current healthcare context lifestyle-related factors such as high blood pressure, tobacco use and obesity are believed to contribute significantly to the global burden of disease. As such, this paper focuses on an ongoing debate in the academic literature regarding the role of responsibility for illness in healthcare resource allocation: should patients with self-caused illness receive lower priority in access to healthcare resources? This paper critically describes the lower priority debate's 12 key arguments and maps out their relationships. This analysis reveals that most arguments have been refuted and that the debate has stalled and remains unresolved. In conclusion, we suggest progression could be achieved by inviting multidisciplinary input from a range of stakeholders for the development of evidence-based critical evaluations of existing arguments and the development of novel arguments, including the outstanding rebuttals.

Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.

PubMed

Gormally, Cara; Brickman, Peggy; Lutz, Mary

2012-01-01

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy.

Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientific Information and Arguments

PubMed Central

Gormally, Cara; Brickman, Peggy; Lutz, Mary

2012-01-01

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students’ proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students’ proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students’ scientific literacy. PMID:23222832

Stakeholders' Beliefs about the "TOEFL iBT"® Test as a Measure of Academic Language Ability. "TOEFL iBT"® Research Report. TOEFL iBT-22. ETS Research Report. RR-14-42

ERIC Educational Resources Information Center

Malone, Margaret E.; Montee, Megan

2014-01-01

The "TOEFL iBT"® test presents test takers with tasks meant to simulate the tasks required of students in English-medium universities. Research establishing the validity argument for the test provides evidence for score interpretation and the use of the test for university admissions and placement. Now that the test has been operational…

Resisting Reflexive Control: A Reassessment of Chinas Strategy and A2/AD

DTIC Science & Technology

2015-04-01

spectrum of arguments from a maximum entitlement (historic waters) to a minimalist one (sovereignty): “either the entire area might be Chinese...far its approach has been decidedly neo-mercantilist and competitive.”84 As “easy oil”85 deposits start to become scarcer, the United States can... start to question whether or not the system needs a radical change. America has the ability to aid China in its quest for resources, and America can

Cognitive Coordinate Systems: Accounts of Mental Rotation and Individual Differences in Spatial Ability.

DTIC Science & Technology

1984-09-01

10). Barratt (1953) also found variation in strategies in a number of spatial tests, particularly for more difficult items. Thus, there is likely to...J. R. Arguments concerning representations for mental imagery. Psychological Review, 1978, §5, 249-277. Barratt , E. S. An analysis of verbal reports...Naval Education and Training Liason Office I Dr. NiIliaa L. Malay t21 Air Force Human Resource Laboratory Chief of Naval Education and Traininc

The efficacy of a Web-based counterargument tutor.

PubMed

Wolfe, Christopher R; Britt, M Anne; Petrovic, Melina; Albrecht, Michael; Kopp, Kristopher

2009-08-01

In two experiments, we developed and tested an interactive Web-based tutor to help students identify and evaluate counterarguments. In Experiment 1, we determined the extent to which high- and low-argumentationability participants were able to identify counterarguments. We tested the effectiveness of having participants read didactic text regarding counterarguments and highlight claims. Both preparations had some positive effects that were often limited to high-ability participants. The Web-based intervention included interactive exercises on identifying and using counterarguments. Web-based presentation was state driven, using a Java Server Pages page. As participants progressively identified argument elements, the page changed display state and presented feedback by checking what the user clicked against elements that we had coded in XML beforehand. Instructions and feedback strings were indexed by state, so that changing state selected new text to display. In Experiment 2, the tutor was effective in teaching participants to identify counterarguments, recognize responses, and determine whether counterarguments were rebutted, dismissed, or conceded.

Can it ever be better never to have existed at all? Person-based consequentialism and a new repugnant conclusion.

PubMed

Roberts, Melinda A

2003-01-01

Broome and others have argued that it makes no sense, or at least that it cannot be true, to say that it is better for a given person that he or she exist than not. That argument can be understood to suggest that, likewise, it makes no sense, or at least that it cannot be true, to say that it is worse for a given person that he or she exist than that he or she never have existed at all. This argument is of critical importance to the question of whether consequentialist theory should take a traditional, aggregative form or a less conventional, person-affecting, or person-based form. I believe that, potentially, the argument represents a far more serious threat to the person-based approach than does, for example, Parfit's two medical programmes example. Parfit's example nicely illuminates the distinction between aggregative and person-based approaches and raises important questions. But the example--though not, I think, by Parfit--is sometimes pressed into service as a full-fledged counterexample against the person-based approach. As such, I argue, the example is not persuasive. In contrast, the Broomeian argument, if correct, is definitive. For that argument relies on certain metaphysical assumptions and various uncontroversial normative claims--and hence nicely avoids putting into play the controversial normative claims that lie at the very heart of the debate. The purpose of the present paper, then, is to evaluate the Broomeian argument. I argue that this potentially definitive challenge to a person-based approach does not in fact succeed.

Evidence for the need of realistic radio communications for airline pilot simulator training and evaluation

DOT National Transportation Integrated Search

2003-11-05

This paper presents arguments in favor of realistic representation of radio communications during training and evaluation of airline pilots in the simulator. A survey of airlines showed that radio communications are mainly role-played by Instructor/E...

Validation of educational assessments: a primer for simulation and beyond.

PubMed

Cook, David A; Hatala, Rose

2016-01-01

Simulation plays a vital role in health professions assessment. This review provides a primer on assessment validation for educators and education researchers. We focus on simulation-based assessment of health professionals, but the principles apply broadly to other assessment approaches and topics. Validation refers to the process of collecting validity evidence to evaluate the appropriateness of the interpretations, uses, and decisions based on assessment results. Contemporary frameworks view validity as a hypothesis, and validity evidence is collected to support or refute the validity hypothesis (i.e., that the proposed interpretations and decisions are defensible). In validation, the educator or researcher defines the proposed interpretations and decisions, identifies and prioritizes the most questionable assumptions in making these interpretations and decisions (the "interpretation-use argument"), empirically tests those assumptions using existing or newly-collected evidence, and then summarizes the evidence as a coherent "validity argument." A framework proposed by Messick identifies potential evidence sources: content, response process, internal structure, relationships with other variables, and consequences. Another framework proposed by Kane identifies key inferences in generating useful interpretations: scoring, generalization, extrapolation, and implications/decision. We propose an eight-step approach to validation that applies to either framework: Define the construct and proposed interpretation, make explicit the intended decision(s), define the interpretation-use argument and prioritize needed validity evidence, identify candidate instruments and/or create/adapt a new instrument, appraise existing evidence and collect new evidence as needed, keep track of practical issues, formulate the validity argument, and make a judgment: does the evidence support the intended use? Rigorous validation first prioritizes and then empirically evaluates key assumptions in the interpretation and use of assessment scores. Validation science would be improved by more explicit articulation and prioritization of the interpretation-use argument, greater use of formal validation frameworks, and more evidence informing the consequences and implications of assessment.

Problem Solving in Biology: A Methodology

ERIC Educational Resources Information Center

Wisehart, Gary; Mandell, Mark

2008-01-01

A methodology is described that teaches science process by combining informal logic and a heuristic for rating factual reliability. This system facilitates student hypothesis formation, testing, and evaluation of results. After problem solving with this scheme, students are asked to examine and evaluate arguments for the underlying principles of…

Voices from the Field: Evaluation as Part of a Learning Culture

ERIC Educational Resources Information Center

Hoole, Emily; Patterson, Tracy E.

2008-01-01

The authors present the argument that evaluation as currently practiced is failing the needs of the social sector, if the goal is to help organizations achieve their mission. Three case studies are presented in which evaluation played a key role in the development of a learning culture within the organization. Each case highlights the positive…

Perspectives on Outcome Based Evaluation for Libraries and Museums.

ERIC Educational Resources Information Center

Institute of Museum and Library Services, Washington, DC.

If museums and libraries are to compete for both public and private funds in an accountability-driven environment, they must develop evaluation practices that provide the most compelling picture of the impact of their services. The two essays in this document present clear arguments for the adoption of a specific approach to evaluation known as…

Seeing the Forest Despite the Trees: The Benefit of Exploratory Data Analysis to Program Evaluation Research.

ERIC Educational Resources Information Center

Sinacore, James M.; And Others

1992-01-01

It is argued that there is a benefit to applying techniques of exploratory data analysis (EDA) to program evaluation. The evaluation of a rehabilitation program for people with rheumatoid arthritis (20 subjects and 21 comparisons) through EDA supports the argument, indicating outcomes more precisely than conventional analysis of variance. (SLD)

Symbolic Uses of Evaluation in the International Aid Sector: Arguments for Critical Reflection

ERIC Educational Resources Information Center

McNulty, James

2012-01-01

Significant progress has been made in recent years to improve the quality of the evaluation of international aid. Increasingly, this includes an interest in improving the way evaluations are used to improve policies and programmes. However, the prevalence of symbolic use--a phenomenon that is often mentioned but rarely studied--reflects an…

Argumentation with restricted linguistic ability: performing a role play with aphasia or in a second language.

PubMed

Ahlsén, Elisabeth

2005-01-01

The main objective of this study is to illustrate how adaptation to linguistic limitations takes place in a specific activity and is affected by factors pertaining to the social activity or the individuals. A man with aphasia is compared to an adult immigrant L2 learner. An argumentative role play was video-recorded, transcribed and analysed. Both subjects have a very limited vocabulary and produce short utterances. The L2 learner often uses words that are semantically related to the target word, while the subject with aphasia uses more general and vague words, like pronouns, in combination with adverbs and set phrases. Both subjects use gesturing as strategy, and it is suggested that the semantic specificity of words as well as gestures is important in determining the role of gesture. Apart from gesture, he L2 learner uses mainly simplification and appeal strategies, while the subject with aphasia uses mainly fluency and sociolinguistic strategies.

Licensing Surrogate Decision-Makers.

PubMed

Rosoff, Philip M

2017-06-01

As medical technology continues to improve, more people will live longer lives with multiple chronic illnesses with increasing cumulative debilitation, including cognitive dysfunction. Combined with the aging of society in most developed countries, an ever-growing number of patients will require surrogate decision-makers. While advance care planning by patients still capable of expressing their preferences about medical interventions and end-of-life care can improve the quality and accuracy of surrogate decisions, this is often not the case, not infrequently leading to demands for ineffective, inappropriate and prolonged interventions. In 1980 LaFollette called for the licensing of prospective parents, basing his argument on the harm they can do to vulnerable people (children). In this paper, I apply his arguments to surrogate decision-makers for cognitively incapacitated patients, rhetorically suggesting that we require potential surrogates to qualify for this position by demonstrating their ability to make reasonable and rational decisions for others. I employ this theoretical approach to argue that the loose criteria by which we authorize surrogates' generally unchallenged power should be reconsidered.

The uniform asymptotic swallowtail approximation - Practical methods for oscillating integrals with four coalescing saddle points

NASA Technical Reports Server (NTRS)

Connor, J. N. L.; Curtis, P. R.; Farrelly, D.

1984-01-01

Methods that can be used in the numerical implementation of the uniform swallowtail approximation are described. An explicit expression for that approximation is presented to the lowest order, showing that there are three problems which must be overcome in practice before the approximation can be applied to any given problem. It is shown that a recently developed quadrature method can be used for the accurate numerical evaluation of the swallowtail canonical integral and its partial derivatives. Isometric plots of these are presented to illustrate some of their properties. The problem of obtaining the arguments of the swallowtail integral from an analytical function of its argument is considered, describing two methods of solving this problem. The asymptotic evaluation of the butterfly canonical integral is addressed.

The effect of DTC advertisement content on belief tenacity: a study of appeals and argument types.

PubMed

Jalnawala, Nekshan; Wilkin, Noel E

2007-03-01

Direct-to-consumer advertising (DTCA) has an influence on patients' perceptions, awareness, and behaviors. Inoculation theory and the model of belief processing provide insights into cognition that stand to increase our understanding of how patients process the information presented in these advertisements and form beliefs about medications. This study was conducted to evaluate the effect of sidedness of appeals and argument types in understanding beliefs that are formed after exposure to advertisements. DTCA and negative experiences were used to study these constructs. A 2 (1-sided vs 2-sided appeals) x 2 (causal vs authoritative arguments) factorial study design was used. A total of 263 undergraduate students were assigned to view 1 of the 4 mock flu-medication advertisements and complete a questionnaire. Subjects were then presented with a negative scenario and were asked to fill out a questionnaire based on the information in the ad and in the negative scenario. The dependent measures included belief change, change in intent to inquire, and standardized price change. Data were analyzed using 2-way analysis of variance. Subjects exposed to 2-sided appeals showed lower belief change, standardized price change, and change in intent to inquire following a negative experience than subjects exposed to 1-sided appeals (P<.05). No significant difference was found between subjects who received causal arguments and those who received authoritative arguments. A significant interaction effect was observed between sidedness of appeal and argument type on initial belief and initial intent to inquire. Some support for aspects of inoculation theory and theory of belief formation was found. The findings suggest that complying with the "fair-balance" requirement may be beneficial to pharmaceutical marketers as 2-sided appeals increase the tenacity of consumers' beliefs. Higher initial belief and intent to inquire when causal arguments are used in 2-sided promotional messages suggest that use of data to substantiate claims in advertisements may result in enhanced beliefs about the merits of advertised medication.

The Ethics of Human Life Extension: The Second Argument from Evolution.

PubMed

Gyngell, Chris

2015-12-01

One argument that is sometimes made against pursuing radical forms of human life extension is that such interventions will make the species less evolvable, which would be morally undesirable. In this article, I discuss the empirical and evaluative claims of this argument. I argue that radical increases in life expectancy could, in principle, reduce the evolutionary potential of human populations through both biological and cultural mechanisms. I further argue that if life extension did reduce the evolvability of the species, this will be undesirable for three reasons: (1) it may increase the species' susceptibility to extinction risks, (2) it may adversely affect institutions and practices that promote well-being, and (3) it may impede moral progress. © The Author 2015. Published by Oxford University Press, on behalf of the Journal of Medicine and Philosophy Inc. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Bridging the Wage Gap: Pay Equity and Job Evaluations.

ERIC Educational Resources Information Center

Ferraro, Geraldine A.

1984-01-01

Discusses the growing gap between the wages of women and men and reviews arguments opposing pay equity. Cites occupational segregation and sex-based wage discrimination as causes for the wage gap, and considers some remedies that have proven to be effective: negotiation, collective bargaining, litigation, and job evaluation studies. (KH)

The Developmental Evaluation of School Improvement Networks

ERIC Educational Resources Information Center

Peurach, Donald J.; Glazer, Joshua L.; Winchell Lenhoff, Sarah

2016-01-01

The national education reform agenda has rapidly expanded to include attention to continuous improvement research in education. The purpose of this analysis is to propose a new approach to "developmental evaluation" aimed at building a foundation for continuous improvement in large-scale school improvement networks, on the argument that…

Validating an Observation Protocol to Measure Special Education Teacher Effectiveness

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Semmelroth, Carrie L.

2015-01-01

This study used Kane's (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with…

Student Evaluations as Social Ritual.

ERIC Educational Resources Information Center

Whittington, Harold

The practice of student evaluation of college faculty is discussed in terms of the literature on social ritual. The following arguments that critics have raised are considered: student ratings of professors are neither scientific nor objective; feedback needed by professors to improve the quality of their work and data needed by administrators to…

Learners' Epistemic Criteria for Good Scientific Models

ERIC Educational Resources Information Center

Pluta, William J.; Chinn, Clark A.; Duncan, Ravit Golan

2011-01-01

Epistemic criteria are the standards used to evaluate scientific products (e.g., models, evidence, arguments). In this study, we analyzed epistemic criteria for good models generated by 324 middle-school students. After evaluating a range of scientific models, but before extensive instruction or experience with model-based reasoning practices,…

Stakeholder Dialogue as Deliberation for Decision Making in Health Policy and Systems: The Approach from Argumentation Theory.

PubMed

Rubinelli, Sara; von Groote, Per Maximilian

2017-02-01

The literature on knowledge translation and dissemination in health care highlights the value of the stakeholder dialogue, namely, a structured process where stakeholders interact to identify the best solution to a given problem. By analyzing the stakeholder dialogue as a form of deliberative argumentation, this article identifies those factors that may hinder or facilitate reaching agreement among stakeholders on options to target problems. Conceptual analysis based on the descriptive and evaluation methods of argumentation theory. When stakeholders have a difference of opinion, confrontation alone does not lead to agreement. A normative model of critical discussion is needed to facilitate stakeholders in reaching this agreement and to prevent barriers to it that can result from personal factors (e.g., attitude and beliefs) or communication moves. This type of dialogue requires a training of stakeholders about the preconditions of argumentation and its different stages. The figure of the moderator is crucial in ensuring that the dialogue fulfills standards of reasonableness. This article offers a reading of the stakeholder dialogue rooted in the tradition of critical thinking. It instructs on how to promote a collaborative exchange among stakeholders as a way to go beyond any expression of views.

Algorithm for the treatment of type 2 diabetes: a position statement of Brazilian Diabetes Society.

PubMed

Lerario, Antonio C; Chacra, Antonio R; Pimazoni-Netto, Augusto; Malerbi, Domingos; Gross, Jorge L; Oliveira, José Ep; Gomes, Marilia B; Santos, Raul D; Fonseca, Reine Mc; Betti, Roberto; Raduan, Roberto

2010-06-08

The Brazilian Diabetes Society is starting an innovative project of quantitative assessment of medical arguments of and implementing a new way of elaborating SBD Position Statements. The final aim of this particular project is to propose a new Brazilian algorithm for the treatment of type 2 diabetes, based on the opinions of endocrinologists surveyed from a poll conducted on the Brazilian Diabetes Society website regarding the latest algorithm proposed by American Diabetes Association /European Association for the Study of Diabetes, published in January 2009.An additional source used, as a basis for the new algorithm, was to assess the acceptability of controversial arguments published in international literature, through a panel of renowned Brazilian specialists. Thirty controversial arguments in diabetes have been selected with their respective references, where each argument was assessed and scored according to its acceptability level and personal conviction of each member of the evaluation panel.This methodology was adapted using a similar approach to the one adopted in the recent position statement by the American College of Cardiology on coronary revascularization, of which not only cardiologists took part, but also specialists of other related areas.

[Controversies around QALYs].

PubMed

Rogalewicz, Vladimír; Barták, Miroslav

The paper summarizes the criticisms of the QALY concept utilization in health-economic evaluations that has been growing stronger in the last years. Despite of its limitations, the QALY concept has been routinely used in many countries incl. the Czech Republic. However, some states disapproved QALYs as an optimizing criterion at the level of their political decisions. The critical reflection concerns both the theoretical and the experimental issues. Based on a literary review, fundamental arguments against the concept are summarized, and a synthesis of material objections is presented. The critical arguments focus on the foundations of the QALY concept in the economic theory, some ethical principles, inconsistencies and technical imperfections of the quality-of-life measurement tools used in QALY calculations, the substitution rule, differences between various diagnoses, and disregarding some other important parameters. As a whole, the critics´ arguments can be judged as quite strong. The future will show whether the critical arguments summarized in this paper will lead to a development of alternative tools that have a potential of eliminating imperfections in QALYs, and consequently provide more complex data for the decision process.Key words: cost-effectiveness - health technology assessment - HTA - QALY - utility measure for medical interventions.

How medical specialists appraise three controversial health innovations: scientific, clinical and social arguments.

PubMed

Lehoux, Pascale; Denis, Jean-Louis; Rock, Melanie; Hivon, Myriam; Tailliez, Stephanie

2010-01-01

Medical specialists play a pivotal role in health innovation evaluation and policy making. Their influence derives not only from their expertise, but also from their social status and the power of their professional organisations. Little is known, however, about how medical specialists determine what makes a health innovation desirable and why. Our qualitative study investigated the views of 28 medical specialists and experts from Quebec and Ontario (Canada) on three controversial innovations: electroconvulsive therapy, prostate-specific antigen screening and prenatal screening for Down's syndrome. Our findings indicate that the scientific, clinical and social arguments of medical specialists combine to create a relatively consistent narrative for each innovation. Our comparative analysis suggests that these narratives bring about a 'soft' resolution to controversies, which relies on a more or less tacit understanding of the social desirability of innovations and which sets the stage for their routinisation. Such an unpacking of medical specialists' arguments both for and against new technologies is needed because such arguments may easily be considered authoritative and because there are few forums for debating the social desirability of innovations not generally deemed to be highly controversial.

Argumentation in elementary science education: addressing methodological issues and conceptual understanding

NASA Astrophysics Data System (ADS)

Kaya, Ebru

2017-11-01

In this review essay I respond to issues raised in Mijung Kim and Wolff-Michael Roth's paper titled "Dialogical argumentation in elementary science classrooms", which presents a study dealing with dialogical argumentation in early elementary school classrooms. Since there is very limited research on lower primary school students' argumentation in school science, their paper makes a contribution to research on children's argumentation skills. In this response, I focus on two main issues to extend the discussion in Kim and Roth's paper: (a) methodological issues including conducting a quantitative study on children's argumentation levels and focusing on children's written argumentation in addition to their dialogical argumentation, and (b) investigating children's conceptual understanding along with their argumentation levels. Kim and Roth emphasize the difficulty in determining the level of children's argumentation through the Toulmin's Argument Pattern and lack of high level arguments by children due to their difficulties in writing texts. Regarding these methodological issues, I suggest designing quantitative research on coding children's argument levels because such research could potentially provide important findings on children's argumentation. Furthermore, I discuss alternative written products including posters, figures, or pictures generated by children in order to trace children's arguments, and finally articulating argumentation and conceptual understanding of children.

How People Reason: A Grounded Theory Study of Scientific Reasoning about Global Climate Change

NASA Astrophysics Data System (ADS)

Liu, Shiyu

Scientific reasoning is crucial in both scientific inquiry and everyday life. While the majority of researchers have studied "how people reason" by focusing on their cognitive processes, factors related to the underpinnings of scientific reasoning are still under-researched. The present study aimed to develop a grounded theory that captures not only the cognitive processes during reasoning but also their underpinnings. In particular, the grounded theory and phenomenographic methodologies were integrated to explore how undergraduate students reason about competing theories and evidence on global climate change. Twenty-six undergraduate students were recruited through theoretical sampling. Constant comparative analysis of responses from interviews and written assessments revealed that participants were mostly drawn to the surface features when reasoning about evidence. While prior knowledge might not directly contribute to participants' performance on evidence evaluation, it affected their level of engagement when reading and evaluating competing arguments on climate issues. More importantly, even though all participants acknowledged the relative correctness of multiple perspectives, they predominantly favored arguments that supported their own beliefs with weak scientific reasoning about the opposing arguments. Additionally, factors such as personal interests, religious beliefs, and reading capacity were also found to have bearings on the way participants evaluated evidence and arguments. In all, this work contributes to the current endeavors in exploring the nature of scientific reasoning. Taking a holistic perspective, it provides an in-depth discussion of factors that may affect or relate to scientific reasoning processes. Furthermore, in comparison with traditional methods used in the literature, the methodological approach employed in this work brought an innovative insight into the investigation of scientific reasoning. Last but not least, this research may help initiate further discussion regarding how to bridge cognitive research with science education to promote student learning of complex scientific issues such as global climate change.

Translational studies of goal-directed action as a framework for classifying deficits across psychiatric disorders

PubMed Central

Griffiths, Kristi R.; Morris, Richard W.; Balleine, Bernard W.

2014-01-01

The ability to learn contingencies between actions and outcomes in a dynamic environment is critical for flexible, adaptive behavior. Goal-directed actions adapt to changes in action-outcome contingencies as well as to changes in the reward-value of the outcome. When networks involved in reward processing and contingency learning are maladaptive, this fundamental ability can be lost, with detrimental consequences for decision-making. Impaired decision-making is a core feature in a number of psychiatric disorders, ranging from depression to schizophrenia. The argument can be developed, therefore, that seemingly disparate symptoms across psychiatric disorders can be explained by dysfunction within common decision-making circuitry. From this perspective, gaining a better understanding of the neural processes involved in goal-directed action, will allow a comparison of deficits observed across traditional diagnostic boundaries within a unified theoretical framework. This review describes the key processes and neural circuits involved in goal-directed decision-making using evidence from animal studies and human neuroimaging. Select studies are discussed to outline what we currently know about causal judgments regarding actions and their consequences, action-related reward evaluation, and, most importantly, how these processes are integrated in goal-directed learning and performance. Finally, we look at how adaptive decision-making is impaired across a range of psychiatric disorders and how deepening our understanding of this circuitry may offer insights into phenotypes and more targeted interventions. PMID:24904322

Heuristic Reasoning in Chemistry: Making decisions about acid strength

NASA Astrophysics Data System (ADS)

McClary, LaKeisha; Talanquer, Vicente

2011-07-01

The characterization of students' reasoning strategies is of central importance in the development of instructional strategies that foster meaningful learning. In particular, the identification of shortcut reasoning procedures (heuristics) used by students to reduce cognitive load can help us devise strategies to facilitate the development of more analytical ways of thinking. The central goal of this qualitative study was thus to investigate heuristic reasoning as used by organic chemistry college students, focusing our attention on their ability to predict the relative acid strength of chemical compounds represented using explicit composition and structural features (i.e., structural formulas). Our results indicated that many study participants relied heavily on one or more of the following heuristics to make most of their decisions: reduction, representativeness, and lexicographic. Despite having visual access to reach structural information about the substances included in each ranking task, many students relied on isolated composition features to make their decisions. However, the specific characteristics of the tasks seemed to trigger heuristic reasoning in different ways. Although the use of heuristics allowed students to simplify some components of the ranking tasks and generate correct responses, it often led them astray. Very few study participants predicted the correct trends based on scientifically acceptable arguments. Our results suggest the need for instructional interventions that explicitly develop college chemistry students' abilities to monitor their thinking and evaluate the effectiveness of analytical versus heuristic reasoning strategies in different contexts.

Engineering the earth system

NASA Astrophysics Data System (ADS)

Keith, D. W.

2005-12-01

The post-war growth of the earth sciences has been fueled, in part, by a drive to quantify environmental insults in order to support arguments for their reduction, yet paradoxically the knowledge gained is grants us ever greater capability to deliberately engineer environmental processes on a planetary scale. Increased capability can arises though seemingly unconnected scientific advances. Improvements in numerical weather prediction such as the use of adjoint models in analysis/forecast systems, for example, means that weather modification can be accomplished with smaller control inputs. Purely technological constraints on our ability to engineer earth systems arise from our limited ability to measure and predict system responses and from limits on our ability to manage large engineering projects. Trends in all three constraints suggest a rapid growth in our ability to engineer the planet. What are the implications of our growing ability to geoengineer? Will we see a reemergence of proposals to engineer our way out of the climate problem? How can we avoid the moral hazard posed by the knowledge that geoengineering might provide a backstop to climate damages? I will speculate about these issues, and suggest some institutional factors that may provide a stronger constraint on the use of geoengineering than is provided by any purely technological limit.

Starting SOLO: A multi-pronged scaffolding approach for developing critical climate literacies

NASA Astrophysics Data System (ADS)

Hartman, K.; Goodkin, N.

2016-12-01

As part of Nanyang Technological University's general education requirement, all science and math students must complete a multidisciplinary environmental sustainability course during the spring term. In addition to foundational earth sciences material, the course of 600 students heavily emphasizes the development of multidisciplinary problem solving and communication strategies. Assessments conducted with previous iterations of the course found students had greater facility recalling facts and summarizing the course materials than they did evaluating climate change arguments, critically reasoning through sustainability issues, or thinking scientifically. To address this shortfall, we introduced the use of a rubric for peer review as one would treat acquiring expertise with any scientific tool—provide learners multiple opportunities for use in different contexts while providing interpretable and actionable feedback. In the most recent version of the course, we introduced a common rubric based on Biggs' (2014) SOLO taxonomy. We used the taxonomy to place the components of student learning along continuums signifying increasing levels of complexity. Our particular rubric highlighted five areas of importance when evaluating any written argument: clarity, argument structure, contextualization, use of evidence, and evidence sourcing. More important than the rubric itself was the iterative cycle of rubric use and expert feedback students received. For eight weeks, students used the rubric to evaluate articles on sustainability and were given feedback about how well their evaluations agreed with an "expert panel." As the semester progressed, the level of agreement between the students and the panel improved. Students used the rubric as a base for evaluating their peers' work at the end of the semester. We coded how constructive the comments students gave each other were and analyzed the weekly reading evaluations. Students whose evaluations aligned with the panel during the second half of the semester also provided more constructive feedback to their peers. The relationship did not hold for the first half of the semester—implying learning occurred. Overall, students from the most recent iteration of the course provided more constructive feedback than the previous semester.

Foundations of Academic Freedom: Making New Sense of Some Aging Arguments

ERIC Educational Resources Information Center

Andreescu, Liviu

2009-01-01

The article distinguishes between the various arguments traditionally offered as justifications for the principle of academic freedom. Four main arguments are identified, three consequentialist in nature (the argument from truth, the democratic argument, the argument from autonomy), and one nonconsequentialist (a variant of the autonomy argument).…

Climate Migration and Moral Responsibility

PubMed Central

Nawrotzki, Raphael

2016-01-01

Even though anthropogenic climate change is largely caused by industrialized nations, its burden is distributed unevenly with poor developing countries suffering the most. A common response to livelihood insecurities and destruction is migration. Using Peter Singer’s “historical principle” this paper argues that a morally just evaluation requires taking causality between climate change and migration under consideration. The historical principle is employed to emphasize shortcomings in commonly made philosophical arguments to oppose immigration. The article concludes that none of these arguments is able to override the moral responsibility of industrialized countries to compensate for harms that their actions have caused. PMID:27668124

Ethical aspects of limiting residents' work hours.

PubMed

Wiesing, Urban

2007-09-01

The regulation of residents' work hours involves several ethical conflicts which need to be systematically analysed and evaluated. ARGUMENTS AND CONCLUSION: The most important ethical principle when regulating work hours is to avoid the harm resulting from the over-work of physicians and from an excessive division of labour. Additionally, other ethical principles have to be taken into account, in particular the principles of nonmaleficence and beneficence for future patients and for physicians. The article presents arguments for balancing the relevant ethical principles and analyses the structural difficulties that occur unavoidably in any regulation of the complex activities of physicians.

Reply to Marquis: how things stand with the 'future like ours' argument.

PubMed

Strong, Carson

2012-09-01

In an earlier essay in this journal I critiqued Don Marquis's well-known argument against abortion. I distinguished two versions of Marquis's argument, which I refer to as 'the essence argument' and 'the sufficient condition argument'. I presented two counterexamples showing that the essence argument was mistaken, and I argued that the sufficient condition argument should be rejected because Marquis had not adequately responded to an important objection to it. In response to my critique, Marquis put forward in this journal a revised version of his argument. In his modified approach he no longer advocates the essence argument and he offers a new version of the sufficient condition argument. In the current essay, I discuss how Marquis's revised argument deals with my original objections, and I argue that his new sufficient condition argument is unsuccessful.

Figures and First Years: Examining first-year Calculus I student ability to incorporate figures into technical reports

NASA Astrophysics Data System (ADS)

Antonacci, Nathan; Rogers, Michael; Pfaff, Thomas

This three-year study focused on first-year Calculus I students and their abilities to incorporate figures into technical reports. Students were handed guidelines as part of their Multidisciplinary Sustainability Education Module meant to aid them in crafting effective figures. Figure-specific questionnaires were added in the class to gain insight into the quantitative literacy skills students possessed both before starting their course and after its completion. Reviews of the figures in 78 technical reports written by 106 students showed repeated failure to refer to figures in discussion sections and use them in evidence-based arguments. Analysis of quantitative literacy skills revealed that the students could both read and interpret figures, suggesting that issues with literacy were not the main contributor to the sub-par graphs.

Analysis of a Teacher's Pedagogical Arguments Using Toulmin's Model and Argumentation Schemes

ERIC Educational Resources Information Center

Metaxas, N.; Potari, D.; Zachariades, T.

2016-01-01

In this article, we elaborate methodologies to study the argumentation speech of a teacher involved in argumentative activities. The standard tool of analysis of teachers' argumentation concerning pedagogical matters is Toulmin's model. The theory of argumentation schemes offers an alternative perspective on the analysis of arguments. We propose…

Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation

NASA Astrophysics Data System (ADS)

Wang, Jianlan; Buck, Gayle A.

2016-08-01

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers' knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher's argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher's performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher's perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.

One of These Things Is Not Like the Others: The Idea of Precedence in Health Technology Assessment and Coverage Decisions

PubMed Central

Giacomini, Mita

2005-01-01

Health plans often deliberate covering technologies with challenging purposes, effects, or costs. They must integrate quantitative evidence (e.g., how well a technology works) with qualitative, normative assessments (e.g., whether it works well enough for a worthwhile purpose). Arguments from analogy and precedent help integrate these criteria and establish standards for their policy application. Examples of arguments are described for three technologies (ICSI, genetic tests, and Viagra). Drawing lessons from law, ethics, philosophy, and the social sciences, a framework is developed for case-based evaluation of new technologies. The decision-making cycle includes (1) taking stock of past decisions and formulating precedents, (2) deciding new cases, and (3) assimilating decisions into the case history and evaluation framework. Each stage requires distinctive decision maker roles, information, and methods. PMID:15960769

Truth in Urban Legends? Using Snopes.com to Teach Source Evaluation

ERIC Educational Resources Information Center

DeGroot, Jocelyn M.

2011-01-01

Information spreads online at a much faster rate than ever before, often without being confirmed by trustworthy sources. Students must be able to evaluate the online source and the online source's information for accuracy and credibility. In public speaking, argumentation, and persuasion classes (among others), students are taught to use confirmed…

Scenario-Testing: Decision Rules for Evaluating Conflicting Probabilistic Claims.

ERIC Educational Resources Information Center

Dudczak, Craig A.; Baker, David

Evaluators of argument are frequently confronted by conflicting claims. While these claims are usually based on probabilities, they are often resolved with the accepted claim treated as though it were "true," while the rejected claim is treated as though it were "false." Scenario testing is the label applied to a set of…

Teaching Students to Engage with Evidence: An Evaluation of Structured Writing and Classroom Discussion Strategies

ERIC Educational Resources Information Center

Blings, Steffen; Maxey, Sarah

2017-01-01

In their transition to college, students often struggle to identify and make connections between the main arguments, evidence, and empirical findings of articles from academic journals commonly assigned on political science syllabi. Which active learning techniques are most effective for teaching students to recognize and evaluate social science…

Arguments for a Common Set of Principles for Collaborative Inquiry in Evaluation

ERIC Educational Resources Information Center

Cousins, J. Bradley; Whitmore, Elizabeth; Shulha, Lyn

2013-01-01

In this article, we critique two recent theoretical developments about collaborative inquiry in evaluation--using logic models as a means to understand theory, and efforts to compartmentalize versions of collaborative inquiry into discrete genres--as a basis for considering future direction for the field. We argue that collaborative inquiry in…

Domain-specific knowledge as the "dark matter" of adult intelligence: Gf/Gc, personality and interest correlates.

PubMed

Ackerman, P L

2000-03-01

An enduring controversy in intelligence theory and assessment, the argument that middle-aged adults are, on average, less intelligent than young adults, is addressed in this study. A sample of 228 educated adults between ages 21 and 62 years was given an array of tests that focused on a broad assessment of intelligence-as-knowledge, traditional estimates of fluid intelligence (Gf) and crystallized intelligence (Gc), personality, and interests. The results indicate that middle-aged adults are more knowledgeable in many domains, compared with younger adults. A coherent pattern of ability, personality, and interest relations is found. The results are consistent with a developmental perspective of intelligence that includes both traditional ability and non-ability determinants of intelligence during adulthood. A reassessment of the nature of intelligence in adulthood is provided, in the context of a lifelong learning and investment model, called PPIK, for intelligence-as-Process, Personality, Interests, and intelligence-as-Knowledge (Ackerman, 1996).

Religion and bioethics.

PubMed

Holm, Soren

2004-01-01

This paper discusses the role of religious arguments in public bioethical debate. It is argued that attempts to rule out religious arguments as valid contributions to the pubic debate fails for a number of reasons. There is no non-arbitrary way of dividing religious arguments from non-religious arguments, and all arguments refer ultimately to a background comprehensive worldview that is never fully consistent or coherent and which is furthermore always contested. There are thus no good arguments for treating religious arguments differently than any other type of argument.

Toward an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments

PubMed Central

Lillo-Unglaube, Marco; Canales-Johnson, Andrés; Navarrete, Gorka; Bravo, Claudio Fuentes

2014-01-01

Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e., the acceptability of an argument is determined by a set of norms or logical rules), which sometimes creates a dissociation between the theories and people’s behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this article, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation. PMID:25566112

Toward an experimental account of argumentation: the case of the slippery slope and the ad hominem arguments.

PubMed

Lillo-Unglaube, Marco; Canales-Johnson, Andrés; Navarrete, Gorka; Bravo, Claudio Fuentes

2014-01-01

Argumentation is a crucial component of our lives. Although in the absence of rational debate our legal, political, and scientific systems would not be possible, there is still no integrated area of research on the psychology of argumentation. Furthermore, classical theories of argumentation are normative (i.e., the acceptability of an argument is determined by a set of norms or logical rules), which sometimes creates a dissociation between the theories and people's behavior. We think the current challenge for psychology is to bring together the cognitive and normative accounts of argumentation. In this article, we exemplify this point by analyzing two cases of argumentative structures experimentally studied in the context of cognitive psychology. Specifically, we focus on the slippery slope argument and the ad hominem argument under the frameworks of Bayesian and pragma-dialectics approaches, respectively. We think employing more descriptive and experimental accounts of argumentation would help Psychology to bring closer the cognitive and normative accounts of argumentation with the final goal of establishing an integrated area of research on the psychology of argumentation.

Examining Elementary Students' Development of Oral and Written Argumentation Practices Through Argument-Based Inquiry

NASA Astrophysics Data System (ADS)

Chen, Ying-Chih; Hand, Brian; Park, Soonhye

2016-05-01

Argumentation, and the production of scientific arguments are critical elements of inquiry that are necessary for helping students become scientifically literate through engaging them in constructing and critiquing ideas. This case study employed a mixed methods research design to examine the development in 5th grade students' practices of oral and written argumentation from one unit to another over 16 weeks utilizing the science writing heuristic approach. Data sources included five rounds of whole-class discussion focused on group presentations of arguments that occurred over eleven class periods; students' group writings; interviews with six target students and the teacher; and the researcher's field notes. The results revealed five salient trends in students' development of oral and written argumentative practices over time: (1) Students came to use more critique components as they participated in more rounds of whole-class discussion focused on group presentations of arguments; (2) by challenging each other's arguments, students came to focus on the coherence of the argument and the quality of evidence; (3) students came to use evidence to defend, support, and reject arguments; (4) the quality of students' writing continuously improved over time; and (5) students connected oral argument skills to written argument skills as they had opportunities to revise their writing after debating and developed awareness of the usefulness of critique from peers. Given the development in oral argumentative practices and the quality of written arguments over time, this study indicates that students' development of oral and written argumentative practices is positively related to each other. This study suggests that argumentative practices should be framed through both a social and epistemic understanding of argument-utilizing talk and writing as vehicles to create norms of these complex practices.

Animals in Science Education--Ethics and Alternatives.

ERIC Educational Resources Information Center

Langley, G. R.

1991-01-01

Summarizes the animal rights argument that objects to the use or killing of animals for educational purposes. Reviews and evaluates alternative approaches that include the nonanimal options of videotaped experiments, self-experimentation, and computer simulations. (MDH)

The existence of aether and the refutation of void in Aristotle: A critical evaluation of the arguments

NASA Astrophysics Data System (ADS)

Decaen, Christopher Alan

1999-10-01

It is commonly thought that Aristotle's aether, an unusual sort of matter filling the heavens, has been shown to be superfluous or even impossible by the advances of modern science. However, this opinion is questionable, and the Aristotelian doctrine is at root not trivial. This dissertation critically examines Aristotle's arguments for the existence of aether, first explaining how these arguments should be taken, and then supplementing them with the implications of his doctrine on light and recent developments in modern science. The first part of the dissertation is subdivided two sections, one on aether, the other on void. The first section is a careful study of the arguments for aether in De Caelo I.2, manifesting that each assumes at least one questionable premise. But the ultimate foundation of the doctrine of aether is not principally in De Caelo I.2; rather, it lies in the refutation of void in Physics IV.6-9. Accordingly, the second section examines and defends certain of the arguments against void, arguing that one who postulates void must maintain a number of physical impossibilities. This section concludes with a consideration of additional argument against void-implicit in Aristotle's metaphysics-proceeding from the nature of accidents. On this reading of the arguments against void the resulting conclusion is that the heavens must be filled with some kind of substance, but not that this substance must be of an unusual nature. To supplement this imperfection in the natural-philosophic argument, there follows the second part of the dissertation, showing a significant compatibility between Aristotle's general idea of aether and the findings of contemporary physics. First, I summarize Aristotle's account of light and the transparent medium in De Anima II.7 and De Sensu et Sensato 3, and their relation to aether. Then I look to twentieth-century treatments of light and energy, arguing that they suggests three candidates for a modern day ``aether'': first, the curved space-time of general relativity; second, the vacuum of quantum electrodynamics; and third, cosmic microwave background radiation. Each of these seems to imply not only the existence of a physical agency that fills every place regarded as empty in Newtonian physics, but also that this sort of ``substance'' is not the matter with which we are most familiar.

Optical Fourier filtering for whole lens assessment of progressive power lenses.

PubMed

Spiers, T; Hull, C C

2000-07-01

Four binary filter designs for use in an optical Fourier filtering set-up were evaluated when taking quantitative measurements and when qualitatively mapping the power variation of progressive power lenses (PPLs). The binary filters tested were concentric ring, linear grating, grid and "chevron" designs. The chevron filter was considered best for quantitative measurements since it permitted a vernier acuity task to be used for measuring the fringe spacing, significantly reducing errors, and it also gave information on the polarity of the lens power. The linear grating filter was considered best for qualitatively evaluating the power variation. Optical Fourier filtering and a Nidek automatic focimeter were then used to measure the powers in the distance and near portions of five PPLs of differing design. Mean measurement error was 0.04 D with a maximum value of 0.13 D. Good qualitative agreement was found between the iso-cylinder plots provided by the manufacturer and the Fourier filter fringe patterns for the PPLs indicating that optical Fourier filtering provides the ability to map the power distribution across the entire lens aperture without the need for multiple point measurements. Arguments are presented that demonstrate that it should be possible to derive both iso-sphere and iso-cylinder plots from the binary filter patterns.

Cryoethics: seeking life after death.

PubMed

Shaw, David

2009-11-01

Cryonic suspension is a relatively new technology that offers those who can afford it the chance to be 'frozen' for future revival when they reach the ends of their lives. This paper will examine the ethical status of this technology and whether its use can be justified. Among the arguments against using this technology are: it is 'against nature', and would change the very concept of death; no friends or family of the 'freezee' will be left alive when he is revived; the considerable expense involved for the freezee and the future society that will revive him; the environmental cost of maintaining suspension; those who wish to use cryonics might not live life to the full because they would economize in order to afford suspension; and cryonics could lead to premature euthanasia in order to maximize chances of success. Furthermore, science might not advance enough to ever permit revival, and reanimation might not take place due to socio-political or catastrophic reasons. Arguments advanced by proponents of cryonics include: the potential benefit to society; the ability to cheat death for at least a few more years; the prospect of immortality if revival is successful; and all the associated benefits that delaying or avoiding dying would bring. It emerges that it might be imprudent not to use the technology, given the relatively minor expense involved and the potential payoff. An adapted and more persuasive version of Pascal's Wager is presented and offered as a conclusive argument in favour of utilizing cryonic suspension.

The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol–Symbol Associations

PubMed Central

Reynvoet, Bert; Sasanguie, Delphine

2016-01-01

Recently, a lot of studies in the domain of numerical cognition have been published demonstrating a robust association between numerical symbol processing and individual differences in mathematics achievement. Because numerical symbols are so important for mathematics achievement, many researchers want to provide an answer on the ‘symbol grounding problem,’ i.e., how does a symbol acquires its numerical meaning? The most popular account, the approximate number system (ANS) mapping account, assumes that a symbol acquires its numerical meaning by being mapped on a non-verbal and ANS. Here, we critically evaluate four arguments that are supposed to support this account, i.e., (1) there is an evolutionary system for approximate number processing, (2) non-symbolic and symbolic number processing show the same behavioral effects, (3) non-symbolic and symbolic numbers activate the same brain regions which are also involved in more advanced calculation and (4) non-symbolic comparison is related to the performance on symbolic mathematics achievement tasks. Based on this evaluation, we conclude that all of these arguments and consequently also the mapping account are questionable. Next we explored less popular alternative, where small numerical symbols are initially mapped on a precise representation and then, in combination with increasing knowledge of the counting list result in an independent and exact symbolic system based on order relations between symbols. We evaluate this account by reviewing evidence on order judgment tasks following the same four arguments. Although further research is necessary, the available evidence so far suggests that this symbol–symbol association account should be considered as a worthy alternative of how symbols acquire their meaning. PMID:27790179

lsjk—a C++ library for arbitrary-precision numeric evaluation of the generalized log-sine functions

NASA Astrophysics Data System (ADS)

Kalmykov, M. Yu.; Sheplyakov, A.

2005-10-01

Generalized log-sine functions Lsj(k)(θ) appear in higher order ɛ-expansion of different Feynman diagrams. We present an algorithm for the numerical evaluation of these functions for real arguments. This algorithm is implemented as a C++ library with arbitrary-precision arithmetics for integer 0⩽k⩽9 and j⩾2. Some new relations and representations of the generalized log-sine functions are given. Program summaryTitle of program:lsjk Catalogue number:ADVS Program summary URL:http://cpc.cs.qub.ac.uk/summaries/ADVS Program obtained from: CPC Program Library, Queen's University of Belfast, N. Ireland Licensing terms: GNU General Public License Computers:all Operating systems:POSIX Programming language:C++ Memory required to execute:Depending on the complexity of the problem, at least 32 MB RAM recommended No. of lines in distributed program, including testing data, etc.:41 975 No. of bytes in distributed program, including testing data, etc.:309 156 Distribution format:tar.gz Other programs called:The CLN library for arbitrary-precision arithmetics is required at version 1.1.5 or greater External files needed:none Nature of the physical problem:Numerical evaluation of the generalized log-sine functions for real argument in the region 0<θ<π. These functions appear in Feynman integrals Method of solution:Series representation for the real argument in the region 0<θ<π Restriction on the complexity of the problem:Limited up to Lsj(9)(θ), and j is an arbitrary integer number. Thus, all function up to the weight 12 in the region 0<θ<π can be evaluated. The algorithm can be extended up to higher values of k(k>9) without modification Typical running time:Depending on the complexity of problem. See text below.

A Review of Evidence Presented in Support of Three Key Claims in the Validity Argument for the "TextEvaluator"® Text Analysis Tool. Research Report. ETS RR-16-12

ERIC Educational Resources Information Center

Sheehan, Kathleen M.

2016-01-01

The "TextEvaluator"® text analysis tool is a fully automated text complexity evaluation tool designed to help teachers and other educators select texts that are consistent with the text complexity guidelines specified in the Common Core State Standards (CCSS). This paper provides an overview of the TextEvaluator measurement approach and…

Structure and pragmatics in informal argument: circularity and question-begging.

PubMed

Brem, Sarah K.

2003-04-01

Most everyday arguments are informal, as contrasted with the formal arguments of logic and mathematics. Whereas formal argument is well understood, the nature of informal argument is more elusive. A recent study by Rips (2002) provides further evidence regarding the roles of structure and pragmatics in informal argument.

A Defense of Argument as Disagreement.

ERIC Educational Resources Information Center

Benoit, Pamela J.

1991-01-01

Rejects Robert Rowland and J. Kevin Barge's conclusion (in an article in the same issue) that defining argument as reason giving is superior to defining argument as disagreement. Maintains that defining argument as disagreement is appropriate for an interpretive argumentation theorist, and that argumentation is a complex topic with room for more…

A Comparison of Scientists' Arguments and School Argumentation Tasks

ERIC Educational Resources Information Center

MacPherson, Anna C.

2016-01-01

This study sought to investigate the arguments that ecologists engage in as part of their work and to compare their arguments with the way in which ecological arguments have been presented in school argumentation tasks. Ten ecologists, in subfields ranging from individual/behavioral ecology to global ecology, participated in semistructured…

[The ethical reflection approach in decision-making processes in health institutes].

PubMed

Gruat, Renaud

2015-12-01

Except in the specific case of end-of-life care, the law says nothing about the way in which health professionals must carry out ethical reflection regarding the treatment of their patients. A problem-solving methodology called the "ethical reflection approach" performed over several stages can be used. The decision-making process involves the whole team and draws on the ability of each caregiver to put forward a reasoned argument, in the interest of the patient. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

An argument for human exploration of the moon and Mars.

PubMed

Spudis, P D

1992-01-01

A debate of the merits of human space travel as opposed to robots is presented. While robotic space travel would be considerably less expensive, the author takes the position that there are certain skills and research abilities that only humans possess. Human contributions to past lunar exploration are considered, along with a discussion of the interaction of humans with robotics or other artificial intelligence or computer driven technologies. The author concludes that while robots and machines are tools which should be incorporated into space travel, they are not adequate substitutes for people.

Reply to David Kemmerer's "a critique of Mark D. Allen's 'the preservation of verb subcategory knowledge in a spoken language comprehension deficit'".

PubMed

Allen, Mark D; Owens, Tyler E

2008-07-01

Allen [Allen, M. D. (2005). The preservation of verb subcategory knowledge in a spoken language comprehension deficit. Brain and Language, 95, 255-264] presents evidence from a single patient, WBN, to motivate a theory of lexical processing and representation in which syntactic information may be encoded and retrieved independently of semantic information. In his critique, Kemmerer argues that because Allen depended entirely on preposition-based verb subcategory violations to test WBN's knowledge of correct argument structure, his results, at best, address a "strawman" theory. This argument rests on the assumption that preposition subcategory options are superficial syntactic phenomena which are not represented by argument structure proper. We demonstrate that preposition subcategory is in fact treated as semantically determined argument structure in the theories that Allen evaluated, and thus far from irrelevant. In further discussion of grammatically relevant versus irrelevant semantic features, Kemmerer offers a review of his own studies. However, due to an important design shortcoming in these experiments, we remain unconvinced. Reemphasizing the fact the Allen (2005) never claimed to rule out all semantic contributions to syntax, we propose an improvement in Kemmerer's approach that might provide more satisfactory evidence on the distinction between the kinds of relevant versus irrelevant features his studies have addressed.

Trading jobs for health: ionizing radiation, occupational ethics, and the welfare argument.

PubMed

Shrader-Frechette, Kristin

2002-04-01

Blue-collar workers throughout the world generally face higher levels of pollution than the public and are unable to control many health risks that employers impose on them. Economists tend to justify these risky workplaces on the grounds of the compensating wage differential (CWD). The CWD, or hazard-pay premium, is the alleged increment in wages, all things being equal, that workers in hazardous environments receive. According to this theory, employees trade safety for money on the job market, even though they realize some of them will bear the health consequences of their employment in a risky occupational environment. To determine whether the CWD or hazard-pay premium succeeds in justifying alleged environmental injustices in the workplace, this essay (1) surveys the general theory behind the "compensating wage differential"; (2) presents and evaluates the "welfare argument" for the CWD; (3) offers several reasons for rejecting the CWD, as a proposed rationale for allowing apparent environmental injustice in the workplace; and (4) applies the welfare argument to an empirical case, that of US nuclear workers. The essay concludes that this argument fails to provide a justification for the apparent environmental injustice faced by the 600,000 US workers who have labored in government nuclear-weapons plants and laboratories.

Can't see the woods for the trees: exploring the range and connection of tobacco industry argumentation in the 2012 UK standardised packaging consultation.

PubMed

Lie, Jessamina Lih Yan; Fooks, Gary; de Vries, Nanne K; Heijndijk, Suzanne M; Willemsen, Marc C

2017-07-25

Transnational tobacco company (TTC) submissions to the 2012 UK standardised packaging consultation are studied to examine TTC argumentation in the context of Better Regulation practices. A content analysis was conducted of Philip Morris International and British American Tobacco submissions to the 2012 UK consultation. Industry arguments concerning expected costs and (contested) benefits of the policy were categorised into themes and frames. The inter-relationship between frames through linked arguments was mapped to analyse central arguments using an argumentation network. 173 arguments were identified. Arguments fell into one of five frames: ineffectiveness, negative economic consequences, harm to public health, increased crime or legal ramifications. Arguments highlighted high costs to a wide range of groups, including government, general public and other businesses. Arguments also questioned the public health benefits of standardised packaging and highlighted the potential benefits to undeserving groups. An increase in illicit trade was the most central argument and linked to the greatest variety of arguments. In policy-making systems characterised by mandatory impact assessments and public consultations, the wide range of cost (and contested benefits) based arguments highlights the risk of TTCs overloading policy actors and causing delays in policy adoption. Illicit trade related arguments are central to providing a rationale for these arguments, which include the claim that standardised packaging will increase health risks. The strategic importance of illicit trade arguments to industry argumentation in public consultations underlines the risks of relying on industry data relating to the scale of the illicit trade. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Teaching science as argument: Prospective elementary teachers' knowledge

NASA Astrophysics Data System (ADS)

Barreto-Espino, Reizelie

For the past two decades there has been increasing emphasis on argumentation in school science. In 2007, the National Research Council published a synthesis report that emphasizes the centrality of constructing, evaluating, and using scientific explanations. Participating in argumentation is seen as fundamental to children's science learning experiences. These new expectations increase challenges for elementary teachers since their understanding of and experiences with science are overwhelmingly inconsistent with teaching science as argument. These challenges are further amplified when dealing with prospective elementary teachers. The current study was guided by the following research questions: (1) What are the ways in which preservice elementary teachers appropriate components of "teaching science as argument" during their student teaching experience? (2) To what extent do components from prospective elementary teachers' reflections influence planning for science teaching? (3) What elements from the context influence preservice elementary teachers' attention to teaching science as argument? This study followed a multi-participant case study approach and analyses were informed by grounded theory. Three participants were selected from a larger cohort of prospective elementary teachers enrolled in an innovative Elementary Professional Development School (PDS) partnership at a large Northeast University. Cross-case analysis allowed for the development of five key assertions: (1) The presence of opportunities for interacting with phenomena and collecting first hand data helped participants increase their emphasis on evidence-based explanations. (2) Participants viewed science talks as an essential mechanism for engaging students in the construction of evidence-based explanations and as being fundamental to meaning-making. (3) Participants demonstrated attention to scientific subject matter during instruction rather than merely focusing on activities and/or inquiry processes. (4) Scaffolded protocols positively influenced participants' attention to having students construct evidence-based explanations during science planning and teaching. (5) Teachers' beliefs about children's science capabilities influence their attention to and adoption of practices associated with teaching science as argument. Findings are discussed in terms of their implications for teacher education, such as the use of coherent conceptual frameworks to guide coursework and field experiences and the development of video-based cases that represent "images of the possible" associated with challenging reform-oriented teaching practices.

Using the case study teaching method to promote college students' critical thinking skills

NASA Astrophysics Data System (ADS)

Terry, David Richard

2007-12-01

The purpose of this study was to examine general and domain-specific critical thinking skills in college students, particularly ways in which these skills might be increased through the use of the case study method of teaching. General critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA) Short Form, a forty-item paper-and-pencil test designed to measure important abilities involved in critical thinking, including inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. The ability to identify claims and support those claims with evidence is also an important aspect of critical thinking. I developed a new instrument, the Claim and Evidence Assessment Tool (CEAT), to measure these skills in a domain-specific manner. Forty undergraduate students in a general science course for non-science majors at a small two-year college in the northeastern United States experienced positive changes in general critical thinking according to results obtained using the Watson-Glaser Critical Thinking Appraisal (WGCTA). In addition, the students showed cumulative improvement in their ability to identify claims and evidence, as measured by the Claim and Evidence Assessment Tool (CEAT). Mean score on the WGCTA improved from 22.15 +/- 4.59 to 23.48 +/- 4.24 (out of 40), and the mean CEAT score increased from 14.98 +/- 3.28 to 16.20 +/- 3.08 (out of 24). These increases were modest but statistically and educationally significant. No differences in claim and evidence identification were found between students who learned about specific biology topics using the case study method of instruction and those who were engaged in more traditional instruction, and the students' ability to identify claims and evidence and their factual knowledge showed little if any correlation. The results of this research were inconclusive regarding whether or not the case study teaching method promotes college students' general or domain-specific critical thinking skills, and future research addressing this issue should probably utilize larger sample sizes and a pretest-posttest randomized experimental design.

Free trade and occupational health policy: an argument for health and safety across the North American workplace.

PubMed

McGuinness, M J

1994-01-01

This article considers the argument that the North American Free Trade Agreement (NAFTA) would encourage US and Canadian industry to relocate their hazardous manufacturing operations to Mexico. Proponents of this view believe that this industrial flight south would worsen working conditions in Mexico as well as lower occupational health and safety standards in the US and Canada. In evaluating this argument, the article examines working conditions in US-owned factories in the Mexican maquiladora zone, reviews the current occupational health and safety regulatory structure in Mexico, and considers those institutions established by the European Community to protect workers against the flight of hazardous industries. The article concludes that the harmonization of labor norms throughout North American and the establishment of a functional North American regulatory structure following the precedents set by the European Community are necessary steps to ensure that NAFTA does not produce the feared flight of hazardous industries to Mexico nor degrade the health of workers in Mexico, Canada, or the US.

Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education

ERIC Educational Resources Information Center

Nussbaum, E. Michael

2011-01-01

Toulmin's model of argumentation, developed in 1958, has guided much argumentation research in education. However, argumentation theory in philosophy and cognitive science has advanced considerably since 1958. There are currently several alternative frameworks of argumentation that can be useful for both research and practice in education. These…

An Argumentation Framework based on Paraconsistent Logic

NASA Astrophysics Data System (ADS)

Umeda, Yuichi; Takahashi, Takehisa; Sawamura, Hajime

Argumentation is the most representative of intelligent activities of humans. Therefore, it is natural to think that it could have many implications for artificial intelligence and computer science as well. Specifically, argumentation may be considered a most primitive capability for interaction among computational agents. In this paper we present an argumentation framework based on the four-valued paraconsistent logic. Tolerance and acceptance of inconsistency that this logic has as its logical feature allow for arguments on inconsistent knowledge bases with which we are often confronted. We introduce various concepts for argumentation, such as arguments, attack relations, argument justification, preferential criteria of arguments based on social norms, and so on, in a way proper to the four-valued paraconsistent logic. Then, we provide the fixpoint semantics and dialectical proof theory for our argumentation framework. We also give the proofs of the soundness and completeness.

"I Can't Eat if I Don't Plass": Impoverished Plasma Donors, Alternatives, and Autonomy.

PubMed

Weimer, Steven

2015-12-01

One of the central considerations to be taken into account in evaluating the ethics of compensation for donated plasma is respect for donor autonomy. And one of the main arguments against compensated donation systems is that many donors do or would come from circumstances of poverty that restrict their alternatives in a way that compromises those donors' autonomy. In this paper, I develop and defend a novel version of this "compromised autonomy argument" which improves upon extant versions by employing a more nuanced account of the relationship between alternatives and autonomy. According to the version of that argument I offer, donors lack autonomy with respect to the sale of their plasma if their economic circumstances leave them with no choice but to sell their plasma (i.e., "plass") on the basis of a desire they have had no choice but to hold. After explicating the key terms of this argument, I examine its policy implications. I argue that, given several reasonable empirical assumptions, my argument implies that a majority of individuals whose income falls below a specified threshold would indeed lack autonomy with respect to the sale of their plasma. Most individuals whose income falls above that threshold, on the other hand, would be able to autonomously sell their plasma. I argue that respect for donor autonomy therefore speaks in favor of an income-restricted system of compensated donation which permits collection centers to purchase plasma from those whose income falls above the relevant threshold, but not those below it.

Let it grow-the open market solution to marijuana control.

PubMed

Gettman, Jon; Kennedy, Michael

2014-11-18

This commentary evaluates regulatory frameworks for the legalized production, sale, and use of marijuana. Specifically, we argue that the primary goal of legalization should be the elimination of the illicit trade in marijuana and that maximizing market participation through open markets and personal cultivation is the best approach to achieving this goal. This argument is based on the assertion that regulatory models based on a tightly controlled government market will fail because they replicate the fatal flaws of the prohibition model. This commentary argues that an examination of the reasons for prohibition's failure-to wit, the inability of government to control the production of marijuana-completely undercuts the basic premise of a tightly controlled market, which depends on the ability of the government to control production. The public interest would be better served by an effective regulatory framework which recognizes and takes advantage of competitive market forces. This analysis argues that reducing teenage access to marijuana requires the elimination of an overcapitalized illicit market. Further, it asserts that this goal and maximization of tax revenue from a legal marijuana market are mutually exclusive objectives.

Learning through hand- or typewriting influences visual recognition of new graphic shapes: behavioral and functional imaging evidence.

PubMed

Longcamp, Marieke; Boucard, Céline; Gilhodes, Jean-Claude; Anton, Jean-Luc; Roth, Muriel; Nazarian, Bruno; Velay, Jean-Luc

2008-05-01

Fast and accurate visual recognition of single characters is crucial for efficient reading. We explored the possible contribution of writing memory to character recognition processes. We evaluated the ability of adults to discriminate new characters from their mirror images after being taught how to produce the characters either by traditional pen-and-paper writing or with a computer keyboard. After training, we found stronger and longer lasting (several weeks) facilitation in recognizing the orientation of characters that had been written by hand compared to those typed. Functional magnetic resonance imaging recordings indicated that the response mode during learning is associated with distinct pathways during recognition of graphic shapes. Greater activity related to handwriting learning and normal letter identification was observed in several brain regions known to be involved in the execution, imagery, and observation of actions, in particular, the left Broca's area and bilateral inferior parietal lobules. Taken together, these results provide strong arguments in favor of the view that the specific movements memorized when learning how to write participate in the visual recognition of graphic shapes and letters.

Reliability-Related Issues in the Context of Student Evaluations of Teaching in Higher Education

ERIC Educational Resources Information Center

Kalender, Ilker

2015-01-01

Student evaluations of teaching (SET) have been the principal instrument to elicit students' opinions in higher education institutions. Many decisions, including high-stake ones, are made based on SET scores reported by students. In this respect, reliability of SET scores is of considerable importance. This paper has an argument that there are…

Two Approaches for Analyzing Students' Competence of "Evaluation" in Group Discussions about Climate Change

ERIC Educational Resources Information Center

Feierabend, Timo; Stuckey, Marc; Nienaber, Sarah; Eilks, Ingo

2012-01-01

Up until now, very few models conceptualizing students' competence in evaluation, argumentation and discourse in the context of science education have been proposed. Most suggestions for analyzing this particular competence in students are normative and the empirical support for them remains weak. The problem becomes even more severe when such…

[Person-organization fit and work ability].

PubMed

Merecz, Dorota; Andysz, Aleksandra

2011-01-01

Person-environment issue has long been in focus of researchers who explore the area of human labor. It is known that the level of fit is a predictor of many phenomena related to health and attitude to work. The aim of this study was to explore the association between the level of person- organization fit (P-O fit) and work ability, including indicators of somatic and mental health. Research was conducted on a representative sample of 600 Polish men and women at working age. The Person-Organization Fit Questionnaire was used to assess three dimensions of P-O fit (supplementary fit, complementary fit and identification with organization); mental health status was measured by GHQ-28; the number of diagnosed diseases was taken as an index of somatic health; work ability, ability to physical and mental efforts were measured by three items from the Work Ability Index. A significant relationship between P-O fit level and work ability was found. In men, work ability predictors were: age, supplementary fit and mental health status, which explained 25% of the variance in work ability. In women, work ability predictors were: the number of diagnosed somatic diseases, supplementary fit, age and complementary fit, which explained 27% of the variance in work ability. Some gender-related differences in the predictive value of variables under the study were also found. The results of this study indicate the importance of P-O fit in shaping the sense of work ability, a recognized predictor of workers' occupational activity and the frequency of taking sick leave in subsequent years. Therefore, this result may be a useful argument to motivate employers to employ workers adequately to their abilities and preferences.

Emotion and Value in the Evaluation of Medical Decision-Making Capacity: A Narrative Review of Arguments

PubMed Central

Hermann, Helena; Trachsel, Manuel; Elger, Bernice S.; Biller-Andorno, Nikola

2016-01-01

Ever since the traditional criteria for medical decision-making capacity (understanding, appreciation, reasoning, evidencing a choice) were formulated, they have been criticized for not taking sufficient account of emotions or values that seem, according to the critics and in line with clinical experiences, essential to decision-making capacity. The aim of this paper is to provide a nuanced and structured overview of the arguments provided in the literature emphasizing the importance of these factors and arguing for their inclusion in competence evaluations. Moreover, a broader reflection on the findings of the literature is provided. Specific difficulties of formulating and measuring emotional and valuational factors are discussed inviting reflection on the possibility of handling relevant factors in a more flexible, case-specific, and context-specific way rather than adhering to a rigid set of operationalized criteria. PMID:27303329

The moral economy of austerity: analysing UK welfare reform.

PubMed

Morris, Lydia

2016-03-01

This paper notes the contemporary emergence of 'morality' in both sociological argument and political rhetoric, and analyses its significance in relation to ongoing UK welfare reforms. It revisits the idea of 'moral economy' and identifies two strands in its contemporary application; that all economies depend on an internal moral schema, and that some external moral evaluation is desirable. UK welfare reform is analysed as an example of the former, with reference to three distinct orientations advanced in the work of Freeden (1996), Laclau (2014), and Lockwood (1996). In this light, the paper then considers challenges to the reform agenda, drawn from third sector and other public sources. It outlines the forms of argument present in these challenges, based respectively on rationality, legality, and morality, which together provide a basis for evaluation of the welfare reforms and for an alternative 'moral economy'. © London School of Economics and Political Science 2016.

Earthquake: Game-based learning for 21st century STEM education

NASA Astrophysics Data System (ADS)

Perkins, Abigail Christine

To play is to learn. A lack of empirical research within game-based learning literature, however, has hindered educational stakeholders to make informed decisions about game-based learning for 21st century STEM education. In this study, I modified a research and development (R&D) process to create a collaborative-competitive educational board game illuminating elements of earthquake engineering. I oriented instruction- and game-design principles around 21st century science education to adapt the R&D process to develop the educational game, Earthquake. As part of the R&D, I evaluated Earthquake for empirical evidence to support the claim that game-play results in student gains in critical thinking, scientific argumentation, metacognitive abilities, and earthquake engineering content knowledge. I developed Earthquake with the aid of eight focus groups with varying levels of expertise in science education research, teaching, administration, and game-design. After developing a functional prototype, I pilot-tested Earthquake with teacher-participants (n=14) who engaged in semi-structured interviews after their game-play. I analyzed teacher interviews with constant comparison methodology. I used teachers' comments and feedback from content knowledge experts to integrate game modifications, implementing results to improve Earthquake. I added player roles, simplified phrasing on cards, and produced an introductory video. I then administered the modified Earthquake game to two groups of high school student-participants (n = 6), who played twice. To seek evidence documenting support for my knowledge claim, I analyzed videotapes of students' game-play using a game-based learning checklist. My assessment of learning gains revealed increases in all categories of students' performance: critical thinking, metacognition, scientific argumentation, and earthquake engineering content knowledge acquisition. Players in both student-groups improved mostly in critical thinking, having doubled the number of exhibited instances of critical thinking between games. Players in the first group exhibited about a third more instances of metacognition between games, while players in the second group doubled such instances. Between games, players in both groups more than doubled the number of exhibited instances of using earthquake engineering content knowledge. The student-players expanded use of scientific argumentation for all game-based learning checklist categories. With empirical evidence, I conclude play and learning can connect for successful 21 st century STEM education.

Argument in Transition: Proceedings of the Summer Conference on Argumentation (3rd, Alta, Utah, July 28-31, 1983).

ERIC Educational Resources Information Center

Zarefsky, David, Ed.; And Others

Prepared by scholars from across the United States, the more than 80 papers in this collection address new developments and recurrent problems in the theory, practice, criticism, and teaching of argumentation. The papers are organized according to 10 broad categories: argumentation theory, argumentation in special fields, political argumentation,…

On the Senses of "Argument."

ERIC Educational Resources Information Center

Hample, Dale

In order to clarify and define the subject matter of argumentation, this paper examines the two senses of argument identified by D. J. O'Keefe and then proposes a third sense of argument as another legitimate perspective in argumentation. As discussed in the paper, O'Keefe's two senses of argument are a thing people make and a kind of interaction…

Entanglement sum rules.

PubMed

Swingle, Brian

2013-09-06

We compute the entanglement entropy of a wide class of models that may be characterized as describing matter coupled to gauge fields. Our principle result is an entanglement sum rule that states that the entropy of the full system is the sum of the entropies of the two components. In the context of the models we consider, this result applies to the full entropy, but more generally it is a statement about the additivity of universal terms in the entropy. Our proof simultaneously extends and simplifies previous arguments, with extensions including new models at zero temperature as well as the ability to treat finite temperature crossovers. We emphasize that while the additivity is an exact statement, each term in the sum may still be difficult to compute. Our results apply to a wide variety of phases including Fermi liquids, spin liquids, and some non-Fermi liquid metals. For example, we prove that our model of an interacting Fermi liquid has exactly the log violation of the area law for entanglement entropy predicted by the Widom formula in agreement with earlier arguments.

The turn to the local: the possibility of returning health care to the community.

PubMed

Newton, Lisa H

2002-10-01

It is not too early to suggest that the attempts to place medical cae in private hands (through group insurance arrangements) has not fulfilled its promise--or better, the promises that were made for it. Yet history has not been kind to plans to make government the single payer, and the laudable progress in medical technology has placed high-technology medical care beyond the reach of most private budgets. In this paper I suggest that the major problem of the U.S. health care system as presently conceived is a failure of legitimacy, and I put forward a proposal that purports to solve that problem. The proposal is to localize health care, on the model of a public school system, on the argument that such localization will answer most of the questions of legitimacy at the core of the private insurance imbroglio, provide a brake for medical costs, while preserving our ability to take advantage of the most advanced medical interventions. I present some initial arguments for the proposal, but await its proof in the dialogue emerging as the present insurance system collapses.

Indecent medicine: in defense of the absolute prohibition against physician participation in torture.

PubMed

Matthews, Richard S

2006-01-01

In a recent article, Gross (2004) argues that physicians in decent societies have a civic duty to aid in the torturing of suspected terrorists during emergency conditions. The argument presupposes a communitarian society in which considerations of common good override questions of individual rights, but it is also utilitarian. In the event that there is a ticking bomb and no other alternative available for defusing it, torture must be used, and physicians must play their part. In an earlier article, Jones (1980) also argues in favour of physician participation in torture, going so far as to enthusiastically endorse the allocation of research resources as well to ensure that the ability to meet emergency situations is as efficient as scientifically possible. I argue against both these views and defend the absolute prohibition against torture generally, and against any participation by physicians in particular. I show that these arguments are incompatible with liberal or decent societies, and that the institutional requirements for making torture effective would constitute an unacceptable degradation both of medical ethics and practice, as well as of political institutions in general.

Darwin and the linguists: the coevolution of mind and language, part 2. The language-thought relationship.

PubMed

Alter, Stephen G

2008-03-01

This paper examines Charles Darwin's idea that language-use and humanity's unique cognitive abilities reinforced each other's evolutionary emergence-an idea Darwin sketched in his early notebooks, set forth in his Descent of man (1871), and qualified in Descent's second (1874) edition. Darwin understood this coevolution process in essentially Lockean terms, based on John Locke's hints about the way language shapes thinking itself. Ironically, the linguist Friedrich Max Müller attacked Darwin's human descent theory by invoking a similar thesis, the German romantic notion of an identity between language and thought. Although Darwin avoided outright contradiction, when he came to defend himself against Müller's attacks, he undercut some of his own argumentation in favor of the coevolution idea. That is, he found it difficult to counter Müller's argument while also making a case for coevolution. Darwin's efforts in this area were further complicated by British and American writers who held a naturalistic view of speech origins yet still taught that language had been invented by fully evolved homo sapiens, thus denying coevolution.

Verb deficits in Alzheimer’s disease and agrammatism: Implications for lexical organization☆

PubMed Central

Kim, Mikyong; Thompson, Cynthia K.

2011-01-01

This study examined the nature of verb deficits in 14 individuals with probable Alzheimer’s Disease (PrAD) and nine with agrammatic aphasia. Production was tested, controlling both semantic and syntactic features of verbs, using noun and verb naming, sentence completion, and narrative tasks. Noun and verb comprehension and a grammaticality judgment task also were administered. Results showed that while both PrAD and agrammatic subjects showed impaired verb naming, the syntactic features of verbs (i.e., argument structure) influenced agrammatic, but not Alzheimer’s disease patients’ verb production ability. That is, agrammatic patients showed progressively greater difficulty with verbs associated with more arguments, as has been shown in previous studies (e.g., Kim & Thompson, 2000; Thompson, 2003; Thompson, Lange, Schneider, & Shapiro, 1997), and suggest a syntactic basis for verb production deficits in agrammatism. Conversely, the semantic complexity of verbs affected PrAD, but not agrammatic, patients’ performance, suggesting “bottom-up” breakdown in their verb lexicon, paralleling that of nouns, resulting from the degradation or loss of semantic features of verbs. PMID:14698726

Beta-Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading?

NASA Astrophysics Data System (ADS)

Cummings, Karen; Marx, Jeffrey D.

2010-10-01

We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers the topics of force and motion, conservation of momentum and conservation of energy at a level consistent with most calculus-based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta-test data collected at four schools during the 2009/2010 academic year. Data include both pre- and post-instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course-level assessment of this type.

Transforming student's discourse as a method of teaching science inquiry

NASA Astrophysics Data System (ADS)

Livingston, David

2005-07-01

A qualitative case study on the instructional practice of one secondary science teacher addresses the persistent reluctance of many science teachers to integrate the cultural resources and social practices of professional science communities into the science content they teach. The literature has shown that teachers' hesitation to implement a social and locally situated learning strategy curtails students' ability to draw upon the language of science necessary to co-construct and shape authentic science inquiry and in particular appropriate argument schemes. The study hypothesized that a teacher's dialogic facilitation of a particular social context and instructional practices enhances a students' ability to express verbally the claims and warrants that rise from evidence taken from their inquiries of natural phenomena. The study also tracks students' use of the Key Words and Ideas of this science curriculum for the purpose of assessing the degree of students' assimilation of these terms into their speech and written expressions of inquiry. The theoretical framework is Vygotskian (1978) and the analysis of the qualitative data is founded on Toulmin (1958), Walton (1996), Jimenez-Alexandre et al. (2000) and Shavelson (1996). The dialogic structure of this teacher's facilitation of student's science knowledge is shown to utilize students' presumptive statements to hone their construction of inductive or deductive arguments. This instructional practice may represent teacher-student activity within the zone of proximal development and supports Vygotsky's notion that a knowledgeable other is instrumental in transforming student's spontaneous talk into scientific speech. The tracking of the curriculum's Key Words and Ideas into students' speech and writing indicated that this teachers' ability to facilitate students' presumptuous reasoning into logic statements did not necessarily guarantee that they could post strong written expressions of this verbal know-how in written forms. Thus how students come to assimilate their knowledge verbally may be very different than how students assimilate and express their knowledge in written forms.

Policy evaluation and democracy: Do they fit?

PubMed

Sager, Fritz

2017-08-05

The papers assembled in this special issue shed light on the question of the interrelation between democracy and policy evaluation by discussing research on the use of evaluations in democratic processes. The collection makes a case for a stronger presence of evaluation in democracy beyond expert utilization. Parliamentarians prove to be more aquainted with evaluations than expected and the inclusion of evaluations in policy arguments increases the deliberative quality of democratic campaigns. In sum, evaluation and democracy turn out to be well compatible after all. Copyright © 2017 Elsevier Ltd. All rights reserved.

Economic Evaluation of Complementary and Alternative Medicine in Oncology: Is There a Difference Compared to Conventional Medicine?

PubMed

Huebner, Jutta; Prott, Franz J; Muecke, Ralph; Stoll, Christoph; Buentzel, Jens; Muenstedt, Karsten; Micke, Oliver

2017-01-01

To analyze the financial burden of complementary and alternative medicine (CAM) in cancer treatment. Based on a systematic search of the literature (Medline and the Cochrane Library, combining the MeSH terms 'complementary therapies', 'neoplasms', 'costs', 'cost analysis', and 'cost-benefit analysis'), an expert panel discussed different types of analyses and their significance for CAM in oncology. Of 755 publications, 43 met our criteria. The types of economic analyses and their parameters discussed for CAM in oncology were cost, cost-benefit, cost-effectiveness, and cost-utility analyses. Only a few articles included arguments in favor of or against these different methods, and only a few arguments were specific for CAM because most CAM methods address a broad range of treatment aim parameters to assess effectiveness and are hard to define. Additionally, the choice of comparative treatments is difficult. To evaluate utility, healthy subjects may not be adequate as patients with a life-threatening disease and may be judged differently, especially with respect to a holistic treatment approach. We did not find any arguments in the literature that were directed at the economic analysis of CAM in oncology. Therefore, a comprehensive approach assessment based on criteria from evidence-based medicine evaluating direct and indirect costs is recommended. The usual approaches to conventional medicine to assess costs, benefits, and effectiveness seem adequate in the field of CAM in oncology. Additionally, a thorough deliberation on the comparator, endpoints, and instruments is mandatory for designing studies. © 2016 S. Karger AG, Basel.

Quality, Evolution, and Positional Change of University Students' Argumentation Patterns about Organic Agriculture during an Argument-Critique-Argument Experience

ERIC Educational Resources Information Center

Yu, Shu-Mey; Yore, Larry D.

2013-01-01

The purpose of this study was to investigate the quality, evolution, and position of university students' argumentation about organic agriculture over a 4-week argument-critique-argument e-learning experience embedded in a first year university biology course. The participants (N = 43) were classified into three groups based on their…

Integrated argument-based inquiry with multiple representation approach to promote scientific argumentation skill

NASA Astrophysics Data System (ADS)

Suminar, Iin; Muslim, Liliawati, Winny

2017-05-01

The purpose of this research was to identify student's written argument embedded in scientific inqury investigation and argumentation skill using integrated argument-based inquiry with multiple representation approach. This research was using quasi experimental method with the nonequivalent pretest-posttest control group design. Sample ot this research was 10th grade students at one of High School in Bandung using two classes, they were 26 students of experiment class and 26 students of control class. Experiment class using integrated argument-based inquiry with multiple representation approach, while control class using argument-based inquiry. This study was using argumentation worksheet and argumentation test. Argumentation worksheet encouraged students to formulate research questions, design experiment, observe experiment and explain the data as evidence, construct claim, warrant, embedded multiple modus representation and reflection. Argumentation testinclude problem which asks students to explain evidence, warrants, and backings support of each claim. The result of this research show experiment class students's argumentation skill performed better than control class students that of experiment class was 0.47 and control class was 0.31. The results of unequal variance t-test for independent means show that students'sargumentationskill of experiment class performed better significantly than students'sargumentationskill of control class.

TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

NASA Astrophysics Data System (ADS)

Erduran, Sibel; Simon, Shirley; Osborne, Jonathan

2004-11-01

This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two-and-a-half year project titled Enhancing the Quality of Argument in School Scienc'' supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with middle-school science teachers to develop models of instructional activities in an effort to make argumentation a component of instruction. We begin the paper with a brief theoretical justification for why we consider argumentation to be of significance to science education. We then contextualize the use of Toulmin's Argument Pattern in the study of argumentation discourse and provide a justification for the methodological outcomes our approach generates. We illustrate how our work refines and develops research methodologies in argumentation analysis. In particular, we present two methodological approaches to the analysis of argumentation resulting in whole-class as well as small-group student discussions. For each approach, we illustrate our coding scheme and some results as well as how our methodological approach has enabled our inquiry into the quality of argumentation in the classroom. We conclude with some implications for future research in argumentation in science education.

Nurturing Democratic Citizenship through Human Conversation

ERIC Educational Resources Information Center

Pickett, Brent L.; Kleinsasser, Audrey M.

2016-01-01

Responding to the increasing sophistication in the arts of deception in the public realm, the authors turn to Goodlad's ideal of democratic citizenship nurtured through human conversation in the classroom and development of critical skills to evaluate the accuracy of arguments.

Explanation can cause Forgetting: Memory Dynamics in the Generation of New Arguments.

PubMed

Soares, Julia S; Storm, Benjamin C

2017-10-01

Retrieval-induced forgetting is observed when the retrieval of target information causes the forgetting of nontarget information. The present study investigated whether similar dynamics occur in the context of generating arguments in the process of explanation. Participants studied arguments associated with several issues before attempting to think of new arguments pertaining to a subset of those issues. When given a later memory test, participants were less likely to recall the studied arguments if they had attempted to think of new arguments than if they had not. This argument-induced forgetting effect was observed regardless of whether participants attempted to generate arguments that either agreed or disagreed with the position of the arguments they studied. The effect was significantly reduced, however, and even numerically reversed, when participants generated arguments that were highly related to the studied arguments. This finding fits well with previous research on retrieval-induced forgetting, which has shown that the retrieval or generation of new information fails to cause the forgetting of old information when the two types of information are well integrated or semantically associated.

Argument-Driven Inquiry as a Way to Help Students Learn How to Participate in Scientific Argumentation and Craft Written Arguments: An Exploratory Study

ERIC Educational Resources Information Center

Sampson, Victor; Grooms, Jonathon; Walker, Joi Phelps

2011-01-01

This exploratory study examines how a series of laboratory activities designed using a new instructional model, called Argument-Driven Inquiry (ADI), influences the ways students participate in scientific argumentation and the quality of the scientific arguments they craft as part of this process. The two outcomes of interest were assessed with a…

Negotiating Competing Schemas for Discourse: A Framework and Study of Argument Construction. The Writing of Arguments across Diverse Contexts. Study 2. Final Report.

ERIC Educational Resources Information Center

Higgins, Lorraine; Flower, Linda

A study described college student writers as they constructed arguments, creating a picture of school-based argument drawn not from ideal models of arguments as envisioned by educators, but from experiences of students themselves. A three-part framework that synthesizes rhetorical perspectives on argument with a social-cognitive view of the…

Argument structure hierarchy system and method for facilitating analysis and decision-making processes

DOEpatents

Janssen, Terry

2000-01-01

A system and method for facilitating decision-making comprising a computer program causing linkage of data representing a plurality of argument structure units into a hierarchical argument structure. Each argument structure unit comprises data corresponding to a hypothesis and its corresponding counter-hypothesis, data corresponding to grounds that provide a basis for inference of the hypothesis or its corresponding counter-hypothesis, data corresponding to a warrant linking the grounds to the hypothesis or its corresponding counter-hypothesis, and data corresponding to backing that certifies the warrant. The hierarchical argument structure comprises a top level argument structure unit and a plurality of subordinate level argument structure units. Each of the plurality of subordinate argument structure units comprises at least a portion of the grounds of the argument structure unit to which it is subordinate. Program code located on each of a plurality of remote computers accepts input from one of a plurality of contributors. Each input comprises data corresponding to an argument structure unit in the hierarchical argument structure and supports the hypothesis or its corresponding counter-hypothesis. A second programming code is adapted to combine the inputs into a single hierarchical argument structure. A third computer program code is responsive to the second computer program code and is adapted to represent a degree of support for the hypothesis and its corresponding counter-hypothesis in the single hierarchical argument structure.

Investigation of a reflective pedagogy to encourage pre-service physics teachers to explore argumentation as an aid to conceptual understanding

NASA Astrophysics Data System (ADS)

Lancaster, Greg; Cooper, Rebecca

2016-05-01

An emerging focus of recent science education research advocates the benefits of using argumentation as an approach in which teachers can better engage students in a more authentic experience of the epistemic work of scientists (Bricker and Bell, 2008). Logical argument and critical thinking are considered essential skills for an effective and successful undertaking of scientific inquiry and analysis. Early research suggests the practise of encouraging students to engage in scientific discourse in the classroom (Kuhn, 2010) can provide rich experiences for students and teachers to hone their cognitive abilities. This paper explores the use of critical `discussion problems' purposefully designed for pre-service physics teachers to investigate their own alternative conceptual understandings of key physics ideas. It also discusses how these problems are then used to generate classroom discourse which focuses on the importance of developing effective pedagogical content knowledge (See Shulman, 1986 for a detailed explanation of pedagogical content knowledge) rather than just mastery of scientific content and its mathematical applications. Further, the paper will detail a preliminary study in which pre-service physics teachers were introduced to a number of discussion problems via an online learning environment and asked to first consider the problem and post a solution in isolation from their peers. A considerable challenge was persuading the pre-service teachers to resist the common practice of "Googling the answer" via the internet before posting their solution attempt. Although most students initially appeared to believe that posting "the correct" answer was the main task objective, the vast majority eventually came to realise that discussing the range of unresearched solutions was much more beneficial for their conceptual understanding and professional practice. Over time, this approach generally encouraged students to post original ideas and to be less influenced by the arguments or analysis of other students. Following the completion of the online posts, the range of ideas included in the postings were then explored during a face to face workshop where the ideas were debated and frequently defended and the implications for pedagogy and their students learning discussed. The initial feedback from the pre-service teachers during this preliminary study is encouraging and suggests there is merit in exploring the benefits of argumentation for pre-service teachers and their students in a subsequent expanded study.

Inductive and deductive reasoning in obsessive-compulsive disorder.

PubMed

Liew, Janice; Grisham, Jessica R; Hayes, Brett K

2018-06-01

This study examined the hypothesis that participants diagnosed with obsessive-compulsive disorder (OCD) show a selective deficit in inductive reasoning but are equivalent to controls in deductive reasoning. Twenty-five participants with OCD and 25 non-clinical controls made inductive and deductive judgments about a common set of arguments that varied in logical validity and the amount of positive evidence provided (premise sample size). A second inductive reasoning task required participants to make forced-choice decisions and rate the usefulness of diverse evidence or non-diverse evidence for evaluating arguments. No differences in deductive reasoning were found between participants diagnosed with OCD and control participants. Both groups saw that the amount of positive evidence supporting a conclusion was an important guide for evaluating inductive arguments. However, those with OCD showed less sensitivity to premise diversity in inductive reasoning than controls. The findings were similar for both emotionally neutral and OCD-relevant stimuli. The absence of a clinical control group means that it is difficult to know whether the deficit in diversity-based reasoning is specific to those with OCD. People with OCD are impaired in some forms of inductive reasoning (using diverse evidence) but not others (use of sample size). Deductive reasoning appears intact in those with OCD. Difficulties using evidence diversity when reasoning inductively may maintain OCD symptoms through reduced generalization of learned safety information. Copyright © 2017 Elsevier Ltd. All rights reserved.

Understanding and Evaluating Assurance Cases

NASA Technical Reports Server (NTRS)

Rushby, John; Xu, Xidong; Rangarajan, Murali; Weaver, Thomas L.

2015-01-01

Assurance cases are a method for providing assurance for a system by giving an argument to justify a claim about the system, based on evidence about its design, development, and tested behavior. In comparison with assurance based on guidelines or standards (which essentially specify only the evidence to be produced), the chief novelty in assurance cases is provision of an explicit argument. In principle, this can allow assurance cases to be more finely tuned to the specific circumstances of the system, and more agile than guidelines in adapting to new techniques and applications. The first part of this report (Sections 1-4) provides an introduction to assurance cases. Although this material should be accessible to all those with an interest in these topics, the examples focus on software for airborne systems, traditionally assured using the DO-178C guidelines and its predecessors. A brief survey of some existing assurance cases is provided in Section 5. The second part (Section 6) considers the criteria, methods, and tools that may be used to evaluate whether an assurance case provides sufficient confidence that a particular system or service is fit for its intended use. An assurance case cannot provide unequivocal "proof" for its claim, so much of the discussion focuses on the interpretation of such less-than-definitive arguments, and on methods to counteract confirmation bias and other fallibilities in human reasoning.

Seeking salience in engaging art: A short story about attention, artistic value, and neuroscience.

PubMed

Seeley, William P

2018-01-01

It has recently been suggested that research in neuroscience of art has failed to bring art into focus in the laboratory. Two general arguments are brought to bear in the regard. The common perceptual mechanisms argument observes that neuroscientists working within this field develop models to explain art relative to the ways that artworks are fine-tuned to the operations of perceptual systems. However, these perceptual explanations apply equally to how viewers come to recognize and understand art and nonart objects and events. Therefore these explanations fail to disambiguate artworks from other things. They fail to locate art. This observation points to a deeper problem. What interests us in art is how what we perceive has been used to show us what the work represents. Our understanding of art is governed by a range of productive and evaluative normative conventions that govern how we ought to look at a work and evaluate how it was made. The normative dimension of appreciation argument suggests that these aspects of our engagement with artworks lie outside the scope of neuroscientific explanations of art. This chapter provides a sketch of a diagnostic recognition framework for engaging art that resolves both problems and helps explains how artworks function within the social institution of the artworld to facilitate a communicative exchange between artists and consumers. © 2018 Elsevier B.V. All rights reserved.

Sometimes a cigar [magazine] is more than just a cigar [magazine]: pro-smoking arguments in Cigar Aficionado, 1992-2000.

PubMed

DeSantis, Alan D; Morgan, Susan E

2003-01-01

Since its first issue in 1992, few periodicals have enjoyed the rapid growth and international popularity of Cigar Aficionado. Although the magazine professes to simply celebrate "the good life and the joys of cigar smoking," we argue that it serves a more insidious function; specifically, the periodical supplies readers with 7 persuasive strategies aimed at rebuking dominant anti-smoking health assertions: (a) the cigars-are-not-cigarettes argument, (b) the life-is-dangerous argument, (c) the health-benefits argument, (d) the moderation argument, (e) the old-smokers argument, (f) the bad-science argument, and (g) the good-science argument. These pro-smoking arguments ultimately serve to relieve the cognitive dissonance associated with the consumption of a potentially deadly product and to maintain a loyal readership, free from guilt or anxiety.

Icelandic Morphosyntax and Argument Structure

ERIC Educational Resources Information Center

Wood, Jim

2012-01-01

This dissertation is about the elements that build verbs, the elements that introduce arguments, and how these elements interact to determine the interpretation of arguments and events. A theory of argument structure is a theory how arguments are introduced syntactically, interpreted semantically, and marked morphologically, and how this…

Determining the Evaluative Criteria of an Argumentative Writing Scale

ERIC Educational Resources Information Center

Nimehchisalem, Vahid; Mukundan, Jayakaran

2011-01-01

Even though many writing scales have been developed, instructors, educational administrators or researchers may have to develop new scales to fit their specific testing situation. In so-doing, one of the initial steps to be taken is to determine the evaluative criteria on which the scale is supposed to be based. As a part of a project that was…

The Trouble with the Curve: An Argument for the Abolishment of Norm-Referenced Evaluation

ERIC Educational Resources Information Center

Raymond, Gregory

2013-01-01

The norm-referenced evaluation system has been used to grade students, from elementary to post-secondary, for decades. However, the system itself is inherently flawed. Looking at the history of the norm-referenced system and its most famous tool, the Bell Curve, and taking examples from the author's own teaching experience, this paper examines the…

Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills

NASA Astrophysics Data System (ADS)

Seda Cetin, Pinar

2014-01-01

Background: Argumentation is accepted by many science educators as a major component of science education. Many studies have investigated students' conceptual understanding and their engagement in argumentative activities. However, studies conducted in the subject of chemistry are very rare. Purpose: The present study aimed to investigate the effects of argumentation-based chemistry lessons on pre-service science teachers' understanding of reaction rate concepts, their quality of argumentation, and their consideration of specific reaction rate concepts in constructing an argument. Moreover, students' perceptions of argumentation lessons were explored. Sample: There were 116 participants (21 male and 95 female), who were pre-service first-grade science teachers from a public university. The participants were recruited from the two intact classes of a General Chemistry II course, both of which were taught by the same instructor. Design and methods: In the present study, non-equivalent control group design was used as a part of quasi-experimental design. The experimental group was taught using explicit argumentation activities, and the control group was instructed using traditional instruction. The data were collected using a reaction rate concept test, a pre-service teachers' survey, and the participants' perceptions of the argumentation lessons questionnaire. For the data analysis, the Wilcoxon Signed Rank Test, the Mann-Whitney U-test and qualitative techniques were used. Results: The results of the study indicated that an argumentation-based intervention caused significantly better acquisition of scientific reaction rate-related concepts and positively impacted the structure and complexity of pre-service teachers' argumentation. Moreover, the majority of the participants reported positive feelings toward argumentation activities. Conclusions: As students are encouraged to state and support their view in the chemistry classroom when studying reaction rate, it was observed that their understanding increased in terms of both the context and the quality of the argumentation that they produced. In light of the findings, it is suggested that argumentation activities should be developed to promote students' science content knowledge and argumentation skills.

Interplay between Content Knowledge and Scientific Argumentation

ERIC Educational Resources Information Center

Hakyolu, Hanife; Ogan-Bekiroglu, Feral

2016-01-01

This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

Individual Events as a Laboratory for Argument: Analogues for Limited Preparation Events.

ERIC Educational Resources Information Center

Kay, Jack

To better serve as a laboratory for argument, individual events competition should represent analogues of "real world" argumentation/communication situations. The individual events laboratory must fulfill a pedagogical function, and should also "create" knowledge about argumentation strategies, specific fields of argument, and…

19 CFR 351.309 - Written argument.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 19 Customs Duties 3 2010-04-01 2010-04-01 false Written argument. 351.309 Section 351.309 Customs... Information and Argument § 351.309 Written argument. (a) Introduction. Written argument may be submitted... these documents. (b) Written argument—(1) In general. In making the final determination in a...

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pancholi, S. C.; Martin, M. J.

A review of information available on level schemes and decay characteristics for all nuclei with mass number A = 212 is presented. Experimental data and their evaluation, adopted values, comparison with theory, and arguments for spin and parity assignments are given. Inconsistencies and discrepancies in the level schemes are discussed.

Omitted Arguments and Complexity of Predication

ERIC Educational Resources Information Center

Port, Martin

2010-01-01

This work focuses on the licensing conditions and logical structure of understood-argument constructions, or complement-drop constructions, in English. There are two main types of such arguments: Indefinite Understood Arguments (IUA) and Definite Understood Arguments (DUA). IUA readings occur in such cases in "He ate, He cooked". In such cases,…

50 CFR 18.89 - Oral and written arguments.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 50 Wildlife and Fisheries 6 2010-10-01 2010-10-01 false Oral and written arguments. 18.89 Section... and written arguments. (a) The presiding officer may, in his discretion, provide for oral argument by... presiding officer proposed findings and conclusions and written arguments or briefs, which are based upon...

20 CFR 501.5 - Oral argument.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Oral argument. 501.5 Section 501.5 Employees' Benefits EMPLOYEES' COMPENSATION APPEALS BOARD, DEPARTMENT OF LABOR RULES OF PROCEDURE § 501.5 Oral argument. (a) Oral argument. Oral argument may be held in the discretion of the Board, on its own...

Social argumentation in online synchronous communication

NASA Astrophysics Data System (ADS)

Angiono, Ivan

In education, argumentation has an increasing importance because it can be used to foster learning in various fields including philosophy, history, sciences, and mathematics. Argumentation is also at the heart of scientific inquiry. Many educational technology researchers have been interested in finding out how technologies can be employed to improve students' learning of argumentation. Therefore, many computer-based tools or argumentation systems have been developed to assist students in their acquisition of argumentation skills. While the argumentation systems incorporating online debating tools present a good resource in formal settings, there is limited research revealing what argumentative skills students are portraying in informal online settings without the presence of a moderator. This dissertation investigates the nature of argumentative practices in a massively multiplayer online game where the system successfully incorporates the authentic use of online synchronous communication tools and the patterns that emerge from the interplay between a number of contextual variables including synchronicity, interest, authenticity, and topical knowledge.

Social values as arguments: similar is convincing

PubMed Central

Maio, Gregory R.; Hahn, Ulrike; Frost, John-Mark; Kuppens, Toon; Rehman, Nadia; Kamble, Shanmukh

2014-01-01

Politicians, philosophers, and rhetors engage in co-value argumentation: appealing to one value in order to support another value (e.g., “equality leads to freedom”). Across four experiments in the United Kingdom and India, we found that the psychological relatedness of values affects the persuasiveness of the arguments that bind them. Experiment 1 found that participants were more persuaded by arguments citing values that fulfilled similar motives than by arguments citing opposing values. Experiments 2 and 3 replicated this result using a wider variety of values, while finding that the effect is stronger among people higher in need for cognition and that the effect is mediated by the greater plausibility of co-value arguments that link motivationally compatible values. Experiment 4 extended the effect to real-world arguments taken from political propaganda and replicated the mediating effect of argument plausibility. The findings highlight the importance of value relatedness in argument persuasiveness. PMID:25147529

Socioscientific Argumentation of Pre-Service Teachers about Genetically Modified Organisms

NASA Astrophysics Data System (ADS)

Herawati, D.; Ardianto, D.

2017-09-01

This study aims to investigate socioscientific argumentation of pre-service teachers of science and non-science major regarding Genetically Modified Organisms (GMOs) issue. We used descriptive study and involved second-year pre-service teachers from two major, 28 pre-service science teachers (PSTs) and 28 pre-service non-science teachers (PNSTs) as participants. Paper and pencil test was administered in order to obtain the data of PSTs’ and PNSTs’ argument about GMOs. All of the data were analyzed by descriptive analysis. We applied Toulmin Argumentation Pattern (TAP) as a basic framework to identify the argumentation component. The result showed that both PSTs and PNSTs were able to propose an argument with a claim, data, and/or warrant.. Most of their argument contain data which provided in the text, without any further reasoning or relevant scientific knowledge. So, the coherency between argumentation component in both PSTs and PNSTs was limited. However, PSTs are more able to propose coherent arguments than PNSTs. These findings indicated that educational background and learning experiences may influence to pre-service teacher argumentation in the context of GMOs. Beside that, teaching and learning process which focused on the socioscientific issues is necessary to develop pre-service teachers’ argumentation

Supporting Teachers to Attend to Generalisation in Science Classroom Argumentation

NASA Astrophysics Data System (ADS)

Shemwell, Jonathan T.; Gwarjanski, Kalee R.; Capps, Daniel K.; Avargil, Shirly; Meyer, Joanna L.

2015-03-01

In scientific arguments, claims must have meaning that extends beyond the immediate circumstances of an investigation. That is, claims must be generalised in some way. Therefore, teachers facilitating classroom argumentation must be prepared to support students' efforts to construct or criticise generalised claims. However, widely used argumentation support tools, for instance, the claim-evidence-reasoning (CER) framework, tend not to address generalisation. Accordingly, teachers using these kinds of tools may not be prepared to help their students negotiate issues of generalisation in arguments. We investigated this possibility in a study of professional development activities of 18 middle school teachers using CER. We compared the teachers' approach to generalisation when using a published version of CER to their approach when using an alternate form of CER that increased support for generalisation. In several different sessions, the teachers: (1) responded to survey questions when using CER, (2) critiqued student arguments, (3) used both CER and alternate CER to construct arguments, and (4) discussed the experience of using CER and alternate CER. When using the standard CER, the teachers did not explicitly attend to generalisation in student arguments or in their own arguments. With alternate CER, the teachers generalised their own arguments, and they acknowledged the need for generalisation in student arguments. We concluded that teachers using frameworks for supporting scientific argumentation could benefit from more explicit support for generalisation than CER provides. More broadly, we concluded that generalisation deserves increased attention as a pedagogical challenge within classroom scientific argumentation.

Different Views about Work-Hour Limitations in Medicine: A Qualitative Content Analysis of Surgeons', Lawyers', and Pilots' Positive and Negative Arguments

PubMed Central

Businger, Adrian P.; Kaderli, Reto M.

2014-01-01

Background Whereas work-hour regulations have been taken for granted since 1940 in other occupational settings, such as commercial aviation, they have been implemented only recently in medical professions, where they lead to a lively debate. The aim of the present study was to evaluate arguments in favour of and against work-hour limitations in medicine given by Swiss surgeons, lawyers, and pilots. Methods An electronic questionnaire survey with four free-response items addressing the question of what arguments speak in favour of or against work-hour limitations in general and in medicine was sent to a random sample of board-certified surgeons, lawyers in labour law, and pilots from SWISS International Airlines Ltd. Results In all, 279/497 (56%) of the respondents answered the survey: 67/117 surgeons, 92/226 lawyers, and 120/154 pilots. Support for work-hour limitations in general and in medicine was present and higher among lawyers and pilots than it was in surgeons (p<0.001). The latter agreed more with work-hour limitations in general than in medicine (p<0.001). The most often cited arguments in favour of work-hour limitations were “quality and patient safety,” “health and fitness,” and “leisure and work-family balance,” whereas the lack of “flexibility” was the most important argument against. Surgeons expected more often that their “education” and the “quality of their work” would be threatened (p<0.001). Conclusions Work-hour limitations should be supported in medicine also, but a way must be found to reduce problems resulting from discontinuity in patient care and to minimise the work in medicine, which has no education value. PMID:25419712

Different views about work-hour limitations in medicine: a qualitative content analysis of surgeons', lawyers', and pilots' positive and negative arguments.

PubMed

Businger, Adrian P; Kaderli, Reto M

2014-01-01

Whereas work-hour regulations have been taken for granted since 1940 in other occupational settings, such as commercial aviation, they have been implemented only recently in medical professions, where they lead to a lively debate. The aim of the present study was to evaluate arguments in favour of and against work-hour limitations in medicine given by Swiss surgeons, lawyers, and pilots. An electronic questionnaire survey with four free-response items addressing the question of what arguments speak in favour of or against work-hour limitations in general and in medicine was sent to a random sample of board-certified surgeons, lawyers in labour law, and pilots from SWISS International Airlines Ltd. In all, 279/497 (56%) of the respondents answered the survey: 67/117 surgeons, 92/226 lawyers, and 120/154 pilots. Support for work-hour limitations in general and in medicine was present and higher among lawyers and pilots than it was in surgeons (p<0.001). The latter agreed more with work-hour limitations in general than in medicine (p<0.001). The most often cited arguments in favour of work-hour limitations were "quality and patient safety," "health and fitness," and "leisure and work-family balance," whereas the lack of "flexibility" was the most important argument against. Surgeons expected more often that their "education" and the "quality of their work" would be threatened (p<0.001). Work-hour limitations should be supported in medicine also, but a way must be found to reduce problems resulting from discontinuity in patient care and to minimise the work in medicine, which has no education value.

Philosophical origins of the social rate of discount in cost-benefit analysis.

PubMed

Robinson, J C

1990-01-01

The social rate of discount--that is, the way decision makers today evaluate future consequences of collective activity--raises difficult issues of intergenerational justice. When benefits are discounted at the present rate the United States government requires, serious efforts to promote public health over the long term will fail cost-benefit tests. No consensus exists among theorists to establish fair rates; philosophers support discounting with economic arguments that economists reject, while economists no less paradoxically support the concept using philosophical arguments that philosophers disavow. A new emphasis on the role of consumers' and citizens' time preferences, however, will keep open rather than close debates on the social discount rate.

DDM at Work. Reply to comments on "Dependency distance: A new perspective on syntactic patterns in natural languages"

NASA Astrophysics Data System (ADS)

Xu, Chunshan; Liang, Junying; Liu, Haitao

2017-07-01

We provide responses to the commentaries in this volume to evaluate, clarify and extend some of the arguments in Dependency distance: A new perspective on syntactic patterns in natural languages. Evidences show that DDM (dependency distance minimization) is an important linguistic universal, biologically or cognitively motivated, in shaping the language system. As a general tendency, DDM works quite well in theoretical argumentations as well as practical applications. However, this does not mean that DDM is the only linguistic universal that works: it is highly possible that other factors, which might be biologically, physically, socially or culturally motivated, work as well to jointly mold languages.

Do Children with SLI Use Verbs to Predict Arguments and Adjuncts: Evidence from Eye Movements During Listening

PubMed Central

Andreu, Llorenç; Sanz-Torrent, Mònica; Rodríguez-Ferreiro, Javier

2016-01-01

Different psycholinguistic theories have suggested the importance of verb semantics in rapidly anticipating upcoming information during real-time sentence comprehension. To date, no study has examined if children use verbs to predict arguments and adjuncts in sentence comprehension using children with specific language impairment (SLI). Twenty-five children with SLI (aged 5 years and 3 months to 8 years and 2 months), 25 age-matched controls (aged 5 years and 3 months to 8 years and 2 months), 25 MLU-w controls (aged 3 years and 3 months to 7 years and 1 month), and 31 adults took part in the study. The eye movements of participants were monitored while they heard 24 sentences, such as El hombre lee con atención un cuento en la cama (translation: The man carefully reads a storybook in bed), in the presence of four depicted objects, one of which was the target (storybook), another, the competitor (bed), and another two, distracters (wardrobe and grape). The proportion of looks revealed that, when the meaning of the verb was retrieved, the upcoming argument and adjunct referents were rapidly anticipated. However, the proportion of looks at the theme, source/goal and instrument referents were significantly higher than the looks at the locatives. This pattern was found in adults as well as children with and without language impairment. The present results suggest that, in terms of sentence comprehension, the ability to understand verb information is not severely impaired in children with SLI. PMID:26779063

Teacher Implementation and the Impact of Game-Based Science Curriculum Materials

NASA Astrophysics Data System (ADS)

Wilson, Christopher D.; Reichsman, Frieda; Mutch-Jones, Karen; Gardner, April; Marchi, Lisa; Kowalski, Susan; Lord, Trudi; Dorsey, Chad

2018-01-01

Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students' abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.

Public perceptions of arguments supporting and opposing recreational marijuana legalization.

PubMed

McGinty, Emma E; Niederdeppe, Jeff; Heley, Kathryn; Barry, Colleen L

2017-06-01

In debates about recreational marijuana legalization, pro-legalization arguments highlighting economic and other potential policy benefits compete with anti-legalization arguments emphasizing public health risks. In 2016, we conducted a national survey using an online panel (N=979) designed to answer two main research questions: (1) How do Americans perceive the relative strength of competing arguments about recreational marijuana legalization? (2) How are perceptions of argument strength associated with public support for recreational marijuana legalization? We examined differences in attitudes among individuals living in states that have/have not legalized recreational marijuana and among Democrats/Independents/Republicans. Ordered logit regression assessed the relationship between perceived argument strength and public support for recreational marijuana legalization. Respondents rated pro-legalization arguments highlighting beneficial economic and criminal justice consequences as more persuasive than anti-legalization arguments emphasizing adverse public health effects. Respondents were more likely to agree with arguments highlighting legalization's potential to increase tax revenue (63.9%) and reduce prison overcrowding (62.8%) than arguments emphasizing negative consequences on motor vehicle crashes (51.8%) and youth health (49.6%). The highest rated anti-legalization arguments highlighted the conflict between state and federal marijuana laws (63.0%) and asserted that legalization will fail to eliminate the black market (57.2%). Respondents who endorsed pro-legalization economic and criminal justice arguments were more likely than other respondents to support legalization. Our findings indicate that, on both side of the recreational marijuana legalization debate, there are arguments that resonate with the American public. However, public health risk messages were viewed as less compelling than pro-legalization economic and criminal justice-oriented arguments. Copyright © 2017 Elsevier Inc. All rights reserved.

Learning to Teach Argumentation: Research and development in the science classroom

NASA Astrophysics Data System (ADS)

Simon, Shirley; Erduran, Sibel; Osborne, Jonathan

2006-02-01

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio-recording and video-recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin’s argument pattern were developed and applied to classroom transcripts. Teachers’ use of argumentation developed across the year, the pattern of use was teacher-specific, as was the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two showing no change, were analysed in more detail to identify features of teachers’ oral contributions that facilitated and supported argumentation. All teachers attempted to encourage a variety of processes involved in argumentation; teachers whose lessons included the highest quality of argumentation (Toulmin’s argument pattern analysis) also encouraged higher-order processes in their teaching. The analysis of teachers’ facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers.

Message Modality and Source Credibility Can Interact to Affect Argument Processing.

ERIC Educational Resources Information Center

Booth-Butterfield, Steve; Gutowski, Christine

1993-01-01

Extends previous modality and source cue studies by manipulating argument quality. Randomly assigned college students by class to an argument quality by source attribute by modality factorial experiment. Finds the print mode produces only argument main effects, and audio and video modes produce argument by cue interactions. Finds data inconsistent…

20 CFR 802.304 - Purpose of oral argument.

Code of Federal Regulations, 2010 CFR

2010-04-01

....304 Employees' Benefits BENEFITS REVIEW BOARD, DEPARTMENT OF LABOR RULES OF PRACTICE AND PROCEDURE Procedure for Review Oral Argument Before the Board § 802.304 Purpose of oral argument. Oral argument may be...; or (b) When in the interests of justice oral argument will serve to assist the Board in carrying out...

Using the Cognitive Apprenticeship Web-Based Argumentation System to Improve Argumentation Instruction

ERIC Educational Resources Information Center

Tsai, Chun-Yen; Jack, Brady Michael; Huang, Tai-Chu; Yang, Jin-Tan

2012-01-01

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled "Cognitive Apprenticeship Web-based Argumentation" (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental…

7 CFR 900.9 - Oral and written arguments.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Oral and written arguments. 900.9 Section 900.9... Oral and written arguments. (a) Oral argument before judge. Oral argument before the judge shall be in... writing and made part of the transcript. (b) Briefs, proposed findings and conclusions. The judge shall...

Dialectical Features of Students' Argumentation: A Critical Review of Argumentation Studies in Science Education

ERIC Educational Resources Information Center

Nielsen, Jan Alexis

2013-01-01

This paper explores the challenges of using the Toulmin model to analyze students' dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features--i.e. the features that are operative when students collaboratively…

The Effects of Computerized Inquiry-Stage-Dependent Argumentation Assistance on Elementary Students' Science Process and Argument Construction Skills

ERIC Educational Resources Information Center

Lin, C.-H.; Chiu, C.-H.; Hsu, C.-C.; Wang, T.-I.; Chen, C.-H.

2018-01-01

This study proposed a computerized inquiry-stage-dependent argumentation assistance and investigated whether this can help improve elementary students' performance in science processes and the construction of quality arguments. Various argumentation assistances were developed and incorporated into each stage of scientific inquiry in a…

A Taxonomy of Fallacies in System Safety Arguments

NASA Technical Reports Server (NTRS)

Greenwell, William S.; Knight, John C.; Holloway, C. Michael; Pease, Jacob J.

2006-01-01

Safety cases are gaining acceptance as assurance vehicles for safety-related systems. A safety case documents the evidence and argument that a system is safe to operate; however, logical fallacies in the underlying argument may undermine a system s safety claims. Removing these fallacies is essential to reduce the risk of safety-related system failure. We present a taxonomy of common fallacies in safety arguments that is intended to assist safety professionals in avoiding and detecting fallacious reasoning in the arguments they develop and review. The taxonomy derives from a survey of general argument fallacies and a separate survey of fallacies in real-world safety arguments. Our taxonomy is specific to safety argumentation, and it is targeted at professionals who work with safety arguments but may lack formal training in logic or argumentation. We discuss the rationale for the selection and categorization of fallacies in the taxonomy. In addition to its applications to the development and review of safety cases, our taxonomy could also support the analysis of system failures and promote the development of more robust safety case patterns.

The effects of integrating instrumental and affective arguments in rhetorical and testimonial health messages.

PubMed

Keer, Mario; van den Putte, Bas; de Wit, John; Neijens, Peter

2013-01-01

Recent research highlights the superior influence of affect over cognition in health decision making. The present study examined the independent and combined effects of 2 message characteristics that are thought to tap into the cognition-affect distinction: message format (rhetorical vs. testimonial) and argument type (instrumental vs. affective). In this 2 × 2 experiment, 81 college students were randomly assigned to 1 of 4 health messages discouraging binge drinking. The results indicated that messages containing affective arguments were judged more positively and perceived as more effective than were messages containing instrumental arguments. The results further revealed an interaction effect between message format and argument type. Testimonials were more persuasive when they contained affective arguments than when they contained instrumental arguments. Type of arguments did not influence the efficacy of rhetorical messages. Mediation analyses revealed that instrumental arguments reduce the efficacy of testimonials because they prevent individuals from being transported into the story, and increase psychological reactance. In conclusion, testimonial messages more effectively discourage binge drinking among college students when they contain affective, as opposed to instrumental, arguments.

Genetic modification and genetic determinism

PubMed Central

Resnik, David B; Vorhaus, Daniel B

2006-01-01

In this article we examine four objections to the genetic modification of human beings: the freedom argument, the giftedness argument, the authenticity argument, and the uniqueness argument. We then demonstrate that each of these arguments against genetic modification assumes a strong version of genetic determinism. Since these strong deterministic assumptions are false, the arguments against genetic modification, which assume and depend upon these assumptions, are therefore unsound. Serious discussion of the morality of genetic modification, and the development of sound science policy, should be driven by arguments that address the actual consequences of genetic modification for individuals and society, not by ones propped up by false or misleading biological assumptions. PMID:16800884

Education Improves Public Health and Promotes Health Equity.

PubMed

Hahn, Robert A; Truman, Benedict I

2015-01-01

This article describes a framework and empirical evidence to support the argument that educational programs and policies are crucial public health interventions. Concepts of education and health are developed and linked, and we review a wide range of empirical studies to clarify pathways of linkage and explore implications. Basic educational expertise and skills, including fundamental knowledge, reasoning ability, emotional self-regulation, and interactional abilities, are critical components of health. Moreover, education is a fundamental social determinant of health - an upstream cause of health. Programs that close gaps in educational outcomes between low-income or racial and ethnic minority populations and higher-income or majority populations are needed to promote health equity. Public health policy makers, health practitioners and educators, and departments of health and education can collaborate to implement educational programs and policies for which systematic evidence indicates clear public health benefits. © The Author(s) 2015.

Education Improves Public Health and Promotes Health Equity

PubMed Central

Hahn, Robert A.; Truman, Benedict I.

2015-01-01

This article describes a framework and empirical evidence to support the argument that educational programs and policies are crucial public health interventions. Concepts of education and health are developed and linked, and we review a wide range of empirical studies to clarify pathways of linkage and explore implications. Basic educational expertise and skills, including fundamental knowledge, reasoning ability, emotional self-regulation, and interactional abilities, are critical components of health. Moreover, education is a fundamental social determinant of health – an upstream cause of health. Programs that close gaps in educational outcomes between low-income or racial and ethnic minority populations and higher-income or majority populations are needed to promote health equity. Public health policy makers, health practitioners and educators, and departments of health and education can collaborate to implement educational programs and policies for which systematic evidence indicates clear public health benefits. PMID:25995305

Revise and resubmit: How real-time parsing limitations influence grammar acquisition

PubMed Central

Pozzan, Lucia; Trueswell, John C.

2015-01-01

We present the results from a three-day artificial language learning study on adults. The study examined whether sentence-parsing limitations, in particular, difficulties revising initial syntactic/semantic commitments during comprehension, shape learners’ ability to acquire a language. Findings show that both comprehension and production of morphology pertaining to sentence argument structure are delayed when this morphology consistently appears at the end, rather than at the beginning, of sentences in otherwise identical grammatical systems. This suggests that real-time processing constraints impact acquisition; morphological cues that tend to guide linguistic analyses are easier to learn than cues that revise these analyses. Parallel performance in production and comprehension indicates that parsing constraints affect grammatical acquisition, not just real-time commitments. Properties of the linguistic system (e.g., ordering of cues within a sentence) interact with the properties of the cognitive system (cognitive control and conflict-resolution abilities) and together affect language acquisition. PMID:26026607

Graduate Courses in Argumentation Theory.

ERIC Educational Resources Information Center

Benoit, William L.; Follert, Vincent F.

1986-01-01

Reports results of a survey of graduate courses in argumentation theory. Includes data on types of courses, theorists, historical and basic concepts in argument, everyday argument, resources (books and articles), etc. (PD)

Dogma Clouds the Facts.

ERIC Educational Resources Information Center

Ballard, Thomas H.

1985-01-01

Examines arguments now being presented in support of public library networking and resource sharing and suggests ways to obtain harder evidence that might serve to legitimize these beliefs: estimate benefits, build in evaluation, support estimates of benefits, seek cheaper alternatives for accomplishing same goal, consider alternatives to…

Grimm's Law Revisited: A Case for Natural, Typological Phonology.

ERIC Educational Resources Information Center

Caflisch, Jacob, Sr.

1990-01-01

Reviews and comments on the major points made in Albert Gessman's paper, "Grimm's Law: Fact or Myth?" Through the evaluation of the paper's 13 points, several ideas are pointed out that are believed to be crucial to Gessman's arguments. (29 references) (GLR)

Insight into others' minds: spatio-temporal representations by intrinsic frame of reference.

PubMed

Sun, Yanlong; Wang, Hongbin

2014-01-01

Recent research has seen a growing interest in connections between domains of spatial and social cognition. Much evidence indicates that processes of representing space in distinct frames of reference (FOR) contribute to basic spatial abilities as well as sophisticated social abilities such as tracking other's intention and belief. Argument remains, however, that belief reasoning in social domain requires an innately dedicated system and cannot be reduced to low-level encoding of spatial relationships. Here we offer an integrated account advocating the critical roles of spatial representations in intrinsic frame of reference. By re-examining the results from a spatial task (Tamborello etal., 2012) and a false-belief task (Onishi and Baillargeon, 2005), we argue that spatial and social abilities share a common origin at the level of spatio-temporal association and predictive learning, where multiple FOR-based representations provide the basic building blocks for efficient and flexible partitioning of the environmental statistics. We also discuss neuroscience evidence supporting these mechanisms. We conclude that FOR-based representations may bridge the conceptual as well as the implementation gaps between the burgeoning fields of social and spatial cognition.

Investigating the running abilities of Tyrannosaurus rex using stress-constrained multibody dynamic analysis.

PubMed

Sellers, William I; Pond, Stuart B; Brassey, Charlotte A; Manning, Philip L; Bates, Karl T

2017-01-01

The running ability of Tyrannosaurus rex has been intensively studied due to its relevance to interpretations of feeding behaviour and the biomechanics of scaling in giant predatory dinosaurs. Different studies using differing methodologies have produced a very wide range of top speed estimates and there is therefore a need to develop techniques that can improve these predictions. Here we present a new approach that combines two separate biomechanical techniques (multibody dynamic analysis and skeletal stress analysis) to demonstrate that true running gaits would probably lead to unacceptably high skeletal loads in T. rex . Combining these two approaches reduces the high-level of uncertainty in previous predictions associated with unknown soft tissue parameters in dinosaurs, and demonstrates that the relatively long limb segments of T. rex -long argued to indicate competent running ability-would actually have mechanically limited this species to walking gaits. Being limited to walking speeds contradicts arguments of high-speed pursuit predation for the largest bipedal dinosaurs like T. rex , and demonstrates the power of multiphysics approaches for locomotor reconstructions of extinct animals.

Argumentation Practices in Classroom: Pre-service teachers' conceptual understanding of chemical equilibrium

NASA Astrophysics Data System (ADS)

Kaya, Ebru

2013-05-01

This study examines the impact of argumentation practices on pre-service teachers' understanding of chemical equilibrium. The sample consisted of 100 pre-service teachers in two classes of a public university. One of these classes was assigned as experimental and the other as control group, randomly. In the experimental group, the subject of chemical equilibrium was taught by using argumentative practices and the participants were encouraged to participate in the lessons actively. However, the instructor taught the same subject by using the lecturing method without engaging argumentative activities in the control group. The Chemical Equilibrium Concept Test and Written Argumentation Survey were administered to all participants to assess their conceptual understanding and the quality of their arguments, respectively. The analysis of covariance results indicate that argumentation practices significantly improved conceptual understanding of the experimental group when compared to the control group. Furthermore, the results show that the pre-service teachers exposed to argumentative practices constructed more quality arguments than those in the control group after the instruction. Based on these results, it can be concluded that the instruction based on argumentative practices is effective in concept teaching in science education. Therefore, argumentation should be explicitly taught in teacher education besides elementary and secondary education.

The pedagogy of argumentation in science education: science teachers' instructional practices

NASA Astrophysics Data System (ADS)

Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

A sociocultural historical examination of youth argumentation across the settings of their lives: Implications for science education

NASA Astrophysics Data System (ADS)

Bricker, Leah A.

In this dissertation, I examine youth argumentative practices as employed over time and across settings. Specifically, I examine youth perspective on argumentation and their own argumentative practices, the relationship between argumentation and learning, and the relationship between argumentation and youth, family, and community cultures. The theoretical framework I employ enables me to analyze argumentation as a set of practices employed in situated activity systems and framed by culturally-influenced ways of understanding activity associated with argumentative practice. I utilize data from a long-term team ethnography of youth science and technology learning across settings and time. Research fieldwork was conducted across dozens of social settings over the course of three years. Data includes approximately 700 hours of participant observations and interviews with thirteen upper elementary and middle school young people, as well as 128 of their parents, extended family members, peers, and teachers. Findings highlight the multitude of meanings youth associate with argumentation as it occurs in their lives (e.g., at home, in classrooms, in neighborhoods), as well as the detailed accounts of their argumentative practices and how these practices are differentially used across the social settings youth frequent. Additionally, findings highlight how historically rooted cultural practices help to frame youth perspectives on argumentation and their argumentative practices. Findings also include details about the specific communicative features of youth argumentation (e.g., linguistic elements such as discourse markers, evidentials, and indexicals, as well as non-verbal gestures) and how communicative features relate to youth learning across settings and over time. I use this dissertation in part to dialogue with the science education community, which currently argues that youth in science classrooms should learn how to argue scientifically. Designs of learning environments meant to accomplish that goal have to date not attended to the argumentation practices of youth. I argue that significant progress with respect to this goal is unlikely unless the field deeply attends to the specific details of existing argumentative practices youth employ across the settings of their lives. I use this dissertation to detail their argumentative practices in order to add to the literature in this area.

Systematic iteration between model and methodology: A proposed approach to evaluating unintended consequences.

PubMed

Morell, Jonathan A

2018-06-01

This article argues that evaluators could better deal with unintended consequences if they improved their methods of systematically and methodically combining empirical data collection and model building over the life cycle of an evaluation. This process would be helpful because it can increase the timespan from when the need for a change in methodology is first suspected to the time when the new element of the methodology is operational. The article begins with an explanation of why logic models are so important in evaluation, and why the utility of models is limited if they are not continually revised based on empirical evaluation data. It sets the argument within the larger context of the value and limitations of models in the scientific enterprise. Following will be a discussion of various issues that are relevant to model development and revision. What is the relevance of complex system behavior for understanding predictable and unpredictable unintended consequences, and the methods needed to deal with them? How might understanding of unintended consequences be improved with an appreciation of generic patterns of change that are independent of any particular program or change effort? What are the social and organizational dynamics that make it rational and adaptive to design programs around single-outcome solutions to multi-dimensional problems? How does cognitive bias affect our ability to identify likely program outcomes? Why is it hard to discern change as a result of programs being embedded in multi-component, continually fluctuating, settings? The last part of the paper outlines a process for actualizing systematic iteration between model and methodology, and concludes with a set of research questions that speak to how the model/data process can be made efficient and effective. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Nature of the Arguments for Creationism, Intelligent Design, and Evolution

ERIC Educational Resources Information Center

Barnes, Ralph M.; Church, Rebecca A.; Draznin-Nagy, Samuel

2017-01-01

Seventy-two Internet documents promoting creationism, intelligent design (I.D.), or evolution were selected for analysis. The primary goal of each of the 72 documents was to present arguments for creationism, I.D., or evolution. We first identified all arguments in these documents. Each argument was then coded in terms of both argument type…

The Effectiveness of a Single Intervention of Computer-Aided Argument Mapping in a Marketing and a Financial Accounting Subject

ERIC Educational Resources Information Center

Carrington, Michal; Chen, Richard; Davies, Martin; Kaur, Jagjit; Neville, Benjamin

2011-01-01

An argument map visually represents the structure of an argument, outlining its informal logical connections and informing judgments as to its worthiness. Argument mapping can be augmented with dedicated software that aids the mapping process. Empirical evidence suggests that semester-length subjects using argument mapping along with dedicated…

Nonlocality without inequality for almost all two-qubit entangled states based on Cabello's nonlocality argument

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kunkri, Samir; Choudhary, Sujit K.; Ahanj, Ali

2006-02-15

Here we deal with a nonlocality argument proposed by Cabello, which is more general than Hardy's nonlocality argument, but still maximally entangled states do not respond. However, for most of the other entangled states, maximum probability of success of this argument is more than that of the Hardy's argument.

Building an Assessment Argument to Design and Use Next Generation Science Assessments in Efficacy Studies of Curriculum Interventions

ERIC Educational Resources Information Center

DeBarger, Angela Haydel; Penuel, William R.; Harris, Christopher J.; Kennedy, Cathleen A.

2016-01-01

Evaluators must employ research designs that generate compelling evidence related to the worth or value of programs, of which assessment data often play a critical role. This article focuses on assessment design in the context of evaluation. It describes the process of using the Framework for K-12 Science Education and Next Generation Science…

Asymdystopia: The Threat of Small Biases in Evaluations of Education Interventions That Need to Be Powered to Detect Small Impacts. NCEE 2018-4002

ERIC Educational Resources Information Center

Deke, John; Wei, Thomas; Kautz, Tim

2017-01-01

Evaluators of education interventions are increasingly designing studies to detect impacts much smaller than the 0.20 standard deviations that Cohen (1988) characterized as "small." While the need to detect smaller impacts is based on compelling arguments that such impacts are substantively meaningful, the drive to detect smaller impacts…