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Argumentation and learning

In Nathalie Muller Mirza & Anne Nelly Perret-Clermont (eds.), Argumentation and Education. Springer. pp. 91--126 (2009)

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  1. The Analysis of Implicit Premises within Children’s Argumentative Inferences.Sara Greco, Anne-Nelly Perret-Clermont, Antonio Iannaccone, Andrea Rocci, Josephine Convertini & Rebecca Gabriela Schär - 2018 - Informal Logic 38 (4):438-470.
    This paper presents preliminary findings of the project [name omitted for anonymity]. This interdisciplinary project builds on Argumentation theory and developmental sociocultural psychology for the study of children’s argumentation. We reconstruct children’s inferences in adult-child and child-child dialogical interaction in conversation in different settings. We focus in particular on implicit premises using the Argumentum Model of Topics for the reconstruction of the inferential configuration of arguments. Our findings reveal that sources of misunderstandings are more often than not due to misalignments (...)
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  • Proofs, Mathematical Practice and Argumentation.Begoña Carrascal - 2015 - Argumentation 29 (3):305-324.
    In argumentation studies, almost all theoretical proposals are applied, in general, to the analysis and evaluation of argumentative products, but little attention has been paid to the creative process of arguing. Mathematics can be used as a clear example to illustrate some significant theoretical differences between mathematical practice and the products of it, to differentiate the distinct components of the arguments, and to emphasize the need to address the different types of argumentative discourse and argumentative situation in the practice. I (...)
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  • Evaluating Arguments from a Play about Ethics in Science: A Study with Medical Learners.Pablo Antonio Archila - 2017 - Argumentation 32 (1):53-76.
    Developing critical thinking ability is one of the main goals of medical education, in part because it enhances clinical reasoning, a vital competence in clinical practice. However, there is limited evidence suggesting ways to effectively teach critical thinking in the classroom. Here, we describe the use of a drama-based critical thinking classroom scenario. The study used a mixed-methods approach with both quantitative and qualitative analysis of questionnaire responses. Ninety-one medical students in Colombia were asked to identify and evaluate arguments regarding (...)
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  • Argumentative Writing Behavior of Graduate EFL Learners.Esmaeel Abdollahzadeh, Mohammad Amini Farsani & Maryam Beikmohammadi - 2017 - Argumentation 31 (4):641-661.
    This study analyzed the argumentative writing behavior of Iranian graduate learners of English as Foreign Language in their English essays. Further, the correlations between the use of argument elements and overall writing quality as well as soundness of produced arguments were investigated. To this end, 150 essays were analyzed. The sample essays were found to be predominantly deductive in terms of rhetorical pattern. Moreover, they mainly utilized ‘data’ and ‘claim’ most frequently with secondary elements of argument as the least produced (...)
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