Using Argumentation Schemes to Find Motives and Intentions of a Rational
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The Impact of Guided Practice in Argument Analysis And
University of South Carolina Scholar Commons Theses and Dissertations Summer 2020 The Impact of Guided Practice in Argument Analysis and Composition via Computer-Assisted Argument Mapping Software on Students’ Ability to Analyze and Compose Evidence-Based Arguments Donna Lorain Grant Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Curriculum and Instruction Commons Recommended Citation Grant, D. L.(2020). The Impact of Guided Practice in Argument Analysis and Composition via Computer- Assisted Argument Mapping Software on Students’ Ability to Analyze and Compose Evidence-Based Arguments. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6079 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE IMPACT OF GUIDED PRACTICE IN ARGUMENT ANALYSIS AND COMPOSITION VIA COMPUTER -ASSISTED ARGUMENT MAPPING SOFTWARE ON STUDENTS’ ABILITY TO ANALYZE AND COMPOSE EVIDENCE -BASED ARGUMENTS by Donna Lorain Grant Bachelor of Arts University of South Carolina—Upstate, 2000 Master of Education Converse College, 2007 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Education in Curriculum and Instruction College of Education University of South Carolina 2020 Accepted by: Rhonda Jeffries , Major Professor Yasha Becton, Committee Member Leigh D’Amico, Committee Member Kamania Wynter-Hoyte, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Donna Lorain Grant, 2020 All Rights Reserved. ii DEDICATION To my Lord and Savior, Jesus Christ who made me for a purpose and graced me with the ability to fulfill it To my father, Donald B. -
The Relationship Between Teacher Education
THE RELATIONSHIP BETWEEN TEACHER EDUCATION COURSES AND THE TECHNOLOGY INTEGRATION ATTITUDES, BELIEFS, AND KNOWLEDGE OF PRESERVICE TEACHERS: A SYSTEMATIC REVIEW AND META-ANALYSIS SERIES By MATTHEW L. WILSON A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2018 © 2018 Matthew L. Wilson To my loving wife, Jungsun. This process would not have happened without you. ACKNOWLEDGMENTS There are many people to thank, but first I want to thank God. Through faith all things are possible. Without the strength and guidance of God’s grace, I don’t believe I could have endured to the end. It’s been a long journey from repatriating and moving across the country, to starting school and teaching at the University of Florida, to bring my wife to the U.S.A., and it goes on and on. The unending love of God helped me get through it all, and now I am here. I acknowledge the immense contribution of Albert Ritzhaupt. Without his post to ISTE for doctoral studies at UF, I would never have thought to come start this amazing process. Through his guidance and support, I have conducted award winning research, achieved more than I would have expected academically, and grown as a person and academic. His guidance will always be appreciated. I acknowledge the support of my committee. Kara Dawson has been a wonderful supporter of me both academically and professionally. I appreciate all the work we have done together, and I look forward to the future. -
The Potential of Argument Mapping As a Tool for Teaching Critical Thinking in Secondary School
Linköping University | Department of Computer and Information Science Master thesis, 30 ECTS | Cognitive Science 2018 | LIU-IDA/KOGVET-A--18/002--SE The Potential of Argument Mapping as a Tool for Teaching Critical Thinking in Secondary School Potentialen av argument mapping som ett verktyg för att undervisa kritiskt tänkande i högstadiet Tim Lidåker Supervisor : Annika Silvervarg Examiner : Arne Jönsson Linköpings universitet SE–581 83 Linköping +46 13 28 10 00 , www.liu.se Copyright The publishers will keep this document online on the Internet – or its possible replacement – for a period of 25 years starting from the date of publication barring exceptional circum- stances. The online availability of the document implies permanent permission for anyone to read, to download, or to print out single copies for his/hers own use and to use it unchanged for non-commercial research and educational purpose. Subsequent transfers of copyright cannot revoke this permission. All other uses of the document are conditional upon the con- sent of the copyright owner. The publisher has taken technical and administrative measures to assure authenticity, security and accessibility. According to intellectual property law the author has the right to be mentioned when his/her work is accessed as described above and to be protected against infringement. For additional information about the Linköping Uni- versity Electronic Press and its procedures for publication and for assurance of document integrity, please refer to its www home page: http://www.ep.liu.se/. Upphovsrätt Detta dokument hålls tillgängligt på Internet – eller dess framtida ersättare – under 25 år från publiceringsdatum under förutsättning att inga extraordinära omständigheter uppstår. -
Socratrees: Exploring the Design of Argument Technology for Layman Users
Argument & Computation 0 (0) 1 1 IOS Press Socratrees: Exploring the Design of Argument Technology for Layman Users Steven Jeuris Department of Health Technology, Technical University of Denmark, Denmark E-mail: [email protected] Abstract. Terms like ‘misinformation’, ‘fake news’, and ‘echo chambers’ permeate current discussions on the state of the Internet. We believe a lack of technological support to evaluate, contest, and reason about information online—as opposed to merely disseminating it—lies at the root of these problems. Several argument technologies support such functionality, but have seen limited use outside of niche communities. Most research systems overemphasize argument analysis and structure, standing in stark contrast with the informal dialectical nature of everyday argumentation. Conversely, non-academic systems overlook important implications for design which can be derived from theory. In this paper, we present the design of a system aiming to strike a balance between structured argumentation and ease of use. Socratrees is a website for collaborative argumentative discussion targeting layman users, but includes sophisticated community guidelines and novel features inspired by informal logic. During an exploratory study, we evaluate the usefulness of our imposed structure on argumentation and investigate how users perceive it. Contributing to arguments remains a complex task, but most users learned to do so effectively with minimal guidance and all recognized that the structure of Socratrees may improve online discussion and results in a clearer overview of arguments. Keywords: Argumentation, computer-supported argumentation, argument technologies, computational argumentation 1. Introduction There currently is an unprecedented amount of information available online. This can be used by decision-makers, the civically-engaged, journalists, and researchers alike, to inform themselves. -
Mapping the Structure of Debate
Mapping the Structure of Debate JEFFREY YOSHIMI University a/California, Merced Abstract:Although debate is a richly struc Resume: Bien que Ie debat soit un type de tured and prevalent form of discourse, it has discours repandu et structurellement riche, il received little scholarly attention. Logicians a refYu peu d' attention savante. Les logiciens have focused on the structure of individual ont mis au point la microstructure arguments-how they divide into premises d'arguments particuliers: ils ont distingue les and conclusions, which in turn divide into premisses des conclusions et ensuite ont various constituents. In contrast, I focus on identifie divers elements qui constituent les the structure of sets of arguments, showing premisses et les conclusions. Par contraste how arguments are themselves constituents avec cette approche, je mets au point la in high-level dialectical structures. I represent macrostructure d'ensemble d'arguments et debates and positions by graphs whose ver demontre comment les arguments sont eux tices correspond to arguments and whose memes des elements composant des edges correspond to two inter-argument re structures dialectiques. l' emploie des lations: "dispute" and "support," respec graphiques pour representer les debats, les tively. On this basis I develop a theory of positions dans ceux-ci, les desaccords et the structure of debate. I'appui. Je developpe une theorie de debat a partir de ces representations. Keywords: debate, argumentation analysis, argument diagrams, argument visualization, dialectics, discourse analysis. 1. Introduction From 1992 to 1997, I took part in a project mapping out the artificial intelligence debate (Hom, Yoshimi, Deering, & McBride, 1998).1 It was a daunting effort. -
Concept Mapping, Mind Mapping and Argument Mapping: What Are the Differences and Do They Matter?
Concept Mapping, Mind Mapping and Argument Mapping: What are the Differences and Do They Matter? W. Martin Davies The University of Melbourne, Australia [email protected] Abstract: In recent years, academics and educators have begun to use software mapping tools for a number of education-related purposes. Typically, the tools are used to help impart critical and analytical skills to students, to enable students to see relationships between concepts, and also as a method of assessment. The common feature of all these tools is the use of diagrammatic relationships of various kinds in preference to written or verbal descriptions. Pictures and structured diagrams are thought to be more comprehensible than just words, and a clearer way to illustrate understanding of complex topics. Variants of these tools are available under different names: “concept mapping”, “mind mapping” and “argument mapping”. Sometimes these terms are used synonymously. However, as this paper will demonstrate, there are clear differences in each of these mapping tools. This paper offers an outline of the various types of tool available and their advantages and disadvantages. It argues that the choice of mapping tool largely depends on the purpose or aim for which the tool is used and that the tools may well be converging to offer educators as yet unrealised and potentially complementary functions. Keywords: Concept mapping, mind mapping, computer-aided argument mapping, critical thinking, argument, inference-making, knowledge mapping. 1. INTRODUCTION The era of computer-aided mapping tools is well and truly here. In the past five to ten years, a variety of software packages have been developed that enable the visual display of information, concepts and relations between ideas. -
Argument Maps Improve Critical Thinking
Teaching Philosophy, 27:2, June 2004 95 Argument Maps Improve Critical Thinking CHARLES TWARDY Monash University I’ve been skeptical about claims for various approaches to teaching critical thinking, including those for argument maps coming from nearby University of Melbourne. Indeed, confident in our skepticism, we at Monash Philosophy accepted a challenge to compare our meth- ods with theirs on pre- and post-test gains on the California Critical Thinking Skills Test (CCTST) developed by Peter Facione (1990, 1992). The Monash students did a bit better than theirs on the pre-test, raising our hopes. But when Melbourne University’s post-test results showed far higher performance gains, I thought their method worth a closer look. In short, I think computer-based argument mapping is the key to Melbourne’s success, and that it should feature centrally in any critical thinking course. In fact, it is useful quite beyond critical thinking courses. I will describe the method, my experiences with it, and the results. Introduction Being soundly trounced on improvement scores only convinced us that something over there was working. I thought the approach was fine, and argument maps were certainly helpful, but suspected that most of the gains were due to founder effect: the Melbourne teacher (Tim van Gelder) developed the Reason! approach to critical thinking, the Reason!Able software,1 and the course materials used at Melbourne. In addition, he had been the sole teacher since they adopted this ap- proach, so it was very likely that a lot of the result was because of his founder’s enthusiasm, a well-known effect in education. -
Step by Step Argument Map in Learning Environments: an Example of the Subject of Lenses1
Online Science Education Journal, 2018; 3(2): 15-25. Online Fen Eğitimi Dergisi, 2018; 3(2): 15-25. Step by Step Argument Map in Learning Environments: An Example of the Subject of Lenses1 Büşra Nur ÇAKAN AKKAŞ, Graduate School of Natural and Applied Science, Kastamonu University, Turkey, [email protected] Elif SÖNMEZ, Department of Primary Education, Kastamonu University, Turkey, [email protected] Esra KABATAŞ MEMİŞ, Department of Mathematics and Science Education, Kastamonu University, Turkey, [email protected] To refer to this article Çakan Akkaş, B. N., Sönmez E., & Kabataş Memiş, E. (2018). Step by step argument map in learning environments: An example of the subject of lenses. Online Science Education Journal, 3(2): 15-25. ABSTRACT Argument is defined as a whole of claim that have presumptive relationships with each other. Argument map, on the other hand, is used in visually presenting arguments that have a presumptive structure with the help of graphical techniques. Argument maps help individuals to visualize and evaluate reasoning processes. In learning environments, argument mapping helps to establish connections between the data and think at a higher level. The purpose of the study is to enable preservice science teachers to create individual and interactive argument maps using the RationaleTM program within the scope of the subject of lenses. Argument mapping process was realized on the basis of “RationaleTM”, which is an online computer program. The aforementioned program allows us to examine argument maps that are taught in the subtopic of “Lenses” in the subject of “Optic” at higher education level. Also, discussions were made concerning how to use argument mapping in learning environments and examples of relevant argument maps were presented within the scope of the study. -
A Brief Guide to Argument Mapping
A Brief Guide to Argument Mapping Shamik Dasgupta January 15, 2018 1. Introduction We all have opinions and views. Sometimes we support our views with arguments. By an argument I mean a reason to believe the view in question. Argument maps are visual representations of these arguments. Suppose you believe that it’s wrong to eat meat, and you support your view with the following speech: “Look, it’s wrong to eat meat. Why? Because eating meat causes animal pain, and it’s wrong to cause animal pain.” Congratulations, you just gave an argument! We can represent the argument visually as follows: Map 1: The claim at the top, “It’s wrong to eat meat”, is called the contention. It’s the claim that the argument tries to support. The other claims, 1A-a and 1A-b, are called premises. They’re the reasons offered in support of the contention; they’re the reason to believe the contention. The green line represents this idea that 1A-a and 1A-b support the contention. The line can be read as “because” or “therefore”, depending on whether you’re reading the argument map top-down or bottom up: Top-down: It’s wrong to eat meat because eating meat causes animal pain and it’s wrong to cause animal pain. Bottom-up: Eating meat causes animal pain and it’s wrong to cause animal pain. Therefore, it’s wrong to eat meat. That’s the basic idea: every argument map consists of a contention, some premises, and lines of support. Constructing argument maps is an extremely valuable skill. -
Argument Visualization for Eparticipation: Towards a Research Agenda and Prototype Tool
Argument Visualization for eParticipation: Towards a Research Agenda and Prototype Tool Neil Benn1 Ann Macintosh1 1Institute of Communications Studies, University of Leeds, Leeds, LS2 9JT, UK {N.J.L.Benn, A.Macintosh}@leeds.ac.uk Abstract. This paper describes research that aims to develop an argument visualization tool and associated method for supporting eParticipation and online deliberation. Based on the state-of-the- art in the field of computer-supported argument visualization, the tool will support the work of relevant eParticipation actors by enabling them to navigate through arguments contained in relevant consultation and policy documents. This tool will form the core of our investigation into the mediating role that large, Web-based argument maps can play in eParticipation scenarios. In particular, we intend to investigate the method and practice of how various eParticipation actors use the tool in the policy-making process. To this end, this paper sets out a clear research agenda for research at the intersection of eParticipation and computer-supported argument visualization. Keywords: Argument visualization, technologies for eParticipation, online deliberation 1 Introduction This paper describes research and development on an argument visualization tool (AVT) for supporting eParticipation and online deliberation. The AVT is part of a larger suite of tools being developed within the EU-funded IMPACT project. The project began January 1, 2010 and will run for three years. The aims of the IMPACT project include addressing the four overarching problems outlined in [1], namely: 1. How can the various actors determine the relationships between contributions to policy development, whether taken from expert papers, consultations or public forum discourse, and appreciate how these contributions are taken through to decisions? 2. -
Argument Mining Katarzyna Budzynska , Serena Villata
Feature Article: Katarzyna Budzynska and Serena Villata 1 Argument Mining Katarzyna Budzynska , Serena Villata Abstract—Fast, automatic processing of texts posted on the very limited use for the company to understand what people Internet to find positive and negative attitudes towards products like or dislike about their products and service. An extreme of and companies gave sentiment analysis, an area of text mining, this problem is referred to as Big Data, i.e. a situation when a significant application in predicting trends on stock markets. Opinion mining further extended the scope of the search to data is produced faster than users of these data and standard help companies, such as those specialising in media analysis, computational methods can process them. to automate extraction of people’s beliefs about products, insti- Argument mining is a natural continuation and evolution tutions, politicians, celebrities. Now, argument mining goes one of sentiment analysis and opinion mining – two areas of more step ahead to provide us with instant information not text mining which became very successful and important only about what attitudes and opinions people hold, but also about arguments which people give in favour (pro) and against both academically and commercially. In sentiment analysis, (con) these attitudes and opinions. When this rapidly developing the work focuses on extracting people’s attitudes (positive, technology will mature, it will allow us to automatically and neutral, negative) towards persons, events or products. One empirically explore vast amount of social media data (rather commercially successful application of this research area is than seeking advices and opinions of experts) to give us answers stock market where it is possible to relatively quickly process such as why people decided to vote for one presidential candidate rather than the other. -
Argument Mapping at Work Some Questions Answered
Argument Mapping at Work Some questions answered Inside: • What is Argument Mapping? • How does Argument Mapping differ from other kinds of mapping? • Why would I map? • When would I use Argument Mapping? • How would I use Argument Mapping? • Sample maps © Critical Thinking Skills BV Govert Flinckstraat 59, 1072 EC Amsterdam The Netherlands. Phone + 31 085 8771268 [email protected] www.ReasoningLab.com , www.RationaleOnline.com What is Argument Mapping? Argument mapping is a way of laying out visually reasoning and evidence for and against a statement or claim. A good map clarifies and organizes thinking by showing the logical relationships between thoughts that are expressed simply and precisely. Argument maps are driven by the question, ‘ Why should I believe that? ’. The statement in the top box is the contention under consideration. The top level of boxes underneath the contention are the reasons for (green) and against (red) it. The lower levels show further reasoning or evidence supporting or opposing claims immediately above. You can produce two kinds of argument maps in Rationale TM : 1. Reasoning maps, which lay out arguments in a quick, intuitive way 2. Analytic maps, which enable a more careful and rigorous analysis of an argument. You can see some samples of each type at the end of this booklet. How does Argument Mapping differ from other kinds of mapping? Different kinds of map are defined by the nature of the relationships they depict – what the boxes and lines mean. What kind of map something is depends on: • what goes in the boxes; and • what the connecting lines indicate.