Search results for "argumentation"
showing 10 items of 139 documents
Computer‐based and Face‐to‐face Collaborative Argumentation in Secondary Schools in England and Finland
2005
Abstract This article focuses on the analysis of secondary school students’ argumentative interactions in England and Finland, within specific face‐to‐face and computer‐based environments. We propose that a combination of learning environments, in conjunction with teacher input and support, is important for developing argumentation skills in the classroom. Face‐to‐face argumentation, in particular, offers ample opportunity for concentrating on the quality (through deeper exploration) of arguments; such learning can enhance the construction of well‐structured arguments often associated with some computer‐based environments, such as synchronous computer chat.
Electronic Mail as a Forum for Argumentative Interaction in Higher Education Studies
1998
This article reports a study in which thirty-one undergraduate students practiced academic argumentation by electronic mail (e-mail). In the two “tutorled” e-mail study groups the discussion topics were selected by the tutor, while in the two self-directed “student-led” groups selection was by the students. The quantity and quality of student-student interaction, and the factors associated with this were investigated. The results indicated that 42 percent of the students' messages (n = 441) were interactive in nature, indicating at least one reference to fellow students' messages. When difficult contents were addressed, interaction in the tutor-led groups was more common than in the studen…
Commenting on Written Arguments as a Part of Argumentation Skills — comparison between students engaged in traditional vs on‐line study
1992
ABSTRACT The use of computer‐mediated communication (CMC) has increased in the area of education. This article reports a study whose aim was to improve the argumentation and scientific thinking skills of university students through argumentative on‐line studying. The research problems dealt on the one hand with learning outcomes in terms of subject content and on the other hand with argumentation skills. The results were compared between on‐line students and students who studied in a traditional way. The results indicated that the traditional group got better learning outcomes than the on‐line students who, by contrast, succeeded better in the tasks of argumentation skills. The findings sug…
Argumentation Course by Electronic Mail
1997
Abstract This article examines the question of whether electronic‐mail (e‐mail) discussions provide university students with an appropriate and profitable environment for practising argumentation and critical thinking skills. An experiment in which 31 undergraduate students and two tutors engaged in argumentative e‐mail discussions is described. The discussions were related to two set books on the sociology of education. The participants’ perceptions of the discussions and of e‐mail as a study method were evaluated by means of a student questionnaire and tutor interviews. Most of the students found that the discussions included a lot of constructive critique, mutual encouragement and constr…
Argumentative reasoning and taxonomic analysis for the identification of medical errors
2015
Telemedicine consists of the use of information and communication technologies (ICTs) in the practice of medicine. The massive digitalisation of the society is changing the behaviour of ordinary people even in medical sectors. The impact of digitisation is also having impacts on teleexpertise, where a medical professional can remotely ask some advices through the use of ICTs to provide treatment to a patient in critical conditions in remote environment. However, sometimes the outcome of such advice obtained remotely can lead to medical errors. In these situations, it is important to determine whether the causes of the errors could have been avoidable or not for the purposes of establishing …
Argumentation Skills as Prerequisites for Collaborative Learning Among Finnish, French and English Secondary School Students.
2005
International audience; Argumentation skills of secondary school students were evaluated in Finland (n = 290), France (n = 54), and England (n = 41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading.
Student evaluations of the credibility and argumentation of online sources
2021
This study investigated upper secondary school students’ skills in evaluating the credibility and argumentative content of a blog text and a YouTube video. Both sources concerned child vaccination, the blog text opposing and the YouTube video supporting it. Students rated each source as credible, fairly credible or non-credible, justified their ratings, and analyzed the argumentation of both sources. Their justifications were analyzed for trustworthiness and expertise and their argument analyses for identification of the main position of the source and the reasons supporting it. Students’ justification skills proved fairly weak, and they also struggled with recognizing unbalanced argumentat…
Are Humans Poor at Arguing? From the ‘Argumentative Theory of Reasoning’ back to a Rhetorical Theory of Argumentation
2018
Starting from Sperber and Mercier’s theory (2011) on the relationship between reasoning and arguing, we will try to rethink the link between rhetoric and argumentation. Using Aristotelian rhetoric as a theoretical framework, we will focus on two related features: 1) the nature and the role of argumentation inferences in classical models of rhetoric; 2) the role of normativity in assessing a naturalistic description of what we make when we argue.
Conditions of a Philosophical Discussion
2020
As its method, philosophy uses argumentative discussion. Philosophy does not often appeal directly to observations or experiences, although they have a place in argumentation as well. Because philosophy is discursive, it delves in the realms of language and the use of language. Defining concepts is a central theme. The rules and argumentation principles of rational discussion are another cornerstone of philosophy. I defend two things that are seen to be conflicting: philosophical relativity and common core rationality. Both are necessary in order to balance each other out. I argue that a certain intuitive and common conception of truth and reality is necessary in order to conduct philosophi…
From Online Role-Play to Written Argumentation
2010
This chapter reports on a teaching experiment conducted during a blended learning course in social work in a Finnish university of applied sciences (polytechnic). The aim was to investigate how students’ multidimensional understanding of social problems could be fostered. As argumentative methods, the study used writing tasks, online role-play, and drama work. The data consisted of essays written by 65 students (experimental group 29; controls 36) in each of three phases, plus online discussions. The essays were based on 1) the students’ personal experiences, 2) general facts, and 3) a fictional case taken from the online role-play. Varying the focus of the writing task affected students’ s…