Inviting Argument by Analogy: Analogical‐Mapping‐Based Comparison Activities as a Scaffold for Small‐Group Argumentation

Emig, Brandon; McDonald, Scott; Zembal‐Saul, Carla; Strauss, Susan

doi:10.1002/sce.21096

Cited by 11 publications

(19 citation statements)

References 56 publications

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“…Generally, someone will try to employ analogies to reduce their less understanding towards a problem. This premise is similar with what has been stated by Emig that the use of analogy will powerfully help someone to be wellunderstood [3]. Many researchers have suggested to use the analogy in learning and science within the classroom [3].…”

Section: ''""supporting

confidence: 76%

“…The argumentation mapping-based which is inviting the analogy of being able to make students learn more in on the content of the science [3]. The use of a variation on the use of frame alignment (alignment) in learning science shows a process of analogy [3,17,18].…”

Section: Resultsmentioning

confidence: 99%

“…In addition, explanations towards something that uses the analogy of individually were able to reduce the occurrence of misconceptions whil e in groups able to give time and space to the students to do a comparison or even develop an analogy [3].…”

Section: ''""mentioning

confidence: 99%

“…This is because normally someone will do the analogy when he don't understand against something. And thus in addition to being a tool of thought and communication tools, then the analogy is able to be used as a tool to explain something on learning science [3].…”

Section: Inviting Analogy In Argumentation Activitiesmentioning

confidence: 99%

“…During activities lasting argument, students must perform activities that involve communication, interpretation, and provide scientific reason to understand the concept of science through questions [3]. One study involving communication is inkuiri-based learning.…”

Section: Inquiry Based-laboratorymentioning

confidence: 99%

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Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Diniya

Rusdiana

2018

IOP Conf. Ser.: Mater. Sci. Eng.

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Abstract. Science education researchers will never stop looking for the best way in learning. This is based on the fact that research on this issue has been mostly conducted in 21 century, the present science subject is not only about transferring knowledge but also how the students obtain a knowledge directly. This paper is concerned with one kind of the learnings that can support the students to get a knowledge called as a learning-based on lab inquiry. In Lab Inquiry learning, the students directly experience and look for the solution from a phenomenon through particular ways thus the learning will be more meaningful. Those steps are as follows; observation, asking, conducting an experiment, concluding and communicating. All of them are mainly important includes the communicating step. Communication ability can be viewed from how a student can provide an argument. Argumentation ability of a student will be crucially better if there is a use of analogical mapping-based. In this literature study, it is therefore argued that the students' argumentation ability by that analogical mapping-based can be improved through Lab Inquiry.

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Section: ''""supporting

confidence: 76%

Section: Resultsmentioning

confidence: 99%

Section: ''""mentioning

confidence: 99%

Section: Inviting Analogy In Argumentation Activitiesmentioning

confidence: 99%

Section: Inquiry Based-laboratorymentioning

confidence: 99%

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Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Diniya

Rusdiana

2018

IOP Conf. Ser.: Mater. Sci. Eng.

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A systematic review of argumentation related to the engineering‐designed world

Wilson‐Lopez

Strong

Hartman

et al. 2020

J of Engineering Edu

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Background: Across academic disciplines, researchers have found that argumentation-based pedagogies increase learners' achievement and engagement. Engineering educational researchers and teachers of engineering may benefit from knowledge regarding how argumentation related to engineering has been practiced and studied. Purpose/Hypothesis: Drawing from terms and concepts used in national standards for K-12 education and accreditation requirements for undergraduate engineering education, this study was designed to identify how arguments and argumentation related to the engineering-designed world were operationalized in relevant literature. Methodology: Specified search terms and inclusion criteria were used to identify 117 empirical studies related to engineering argumentation and educational research. A qualitative content analysis was used to identify trends across these studies.Findings: Overall, engineering-related argumentation was associated with a variety of positive learner outcomes. Across many studies, arguments were operationalized in practice as statements regarding whether an existing technology should be adopted in a given context, usually with a limited number of supports (e.g., costs and ethics) provided for each claim. Relatively few studies mentioned empirical practices, such as tests. Most studies did not name the race/ethnicity of participants nor report engineering-specific outcomes.Conclusions: Engineering educators in K-12 and undergraduate settings can create learning environments in which learners use a range of epistemic practices, including empirical practices, to support a range of claims. Researchers can study engineering-specific outcomes while specifying relevant demographics of their research participants. K E Y W O R D S argumentation, engineering education, systematic review

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Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions

et al. 2018

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Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.g., McNeill & Krajcik, Journal of Research in Science Teaching, 45(1), 53–78. 2008). However, such instruction requires a fundamental shift in science pedagogy so as to foster knowledge and practices like deep, conceptual understanding, model‐based reasoning, and oral and written argumentation where scientific evidence is evaluated (National Research Council, Next Generation Science Standards: For States, by States, Washington, DC: The National Academies Press, 2013). The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices as well as their conceptual understanding and scientific argumentation. Findings revealed treatment teachers’ and students’ discourse practices better reflected critical‐analytic thinking and argumentation at posttest relative to comparison classrooms. Similarly, at posttest treatment students produced stronger written scientific arguments than comparison students. Students’ growth in conceptual understanding was nonsignificant. These findings suggest discourse interventions such as Quality Talk Science can improve high‐school students’ ability to engage in scientific argumentation.

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Inviting Argument by Analogy: Analogical‐Mapping‐Based Comparison Activities as a Scaffold for Small‐Group Argumentation

Cited by 11 publications

References 56 publications

Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

Improving Students’ Argumentation by Providing Analogical Mapping-Based Through Lab Inquiry for Science Class

A systematic review of argumentation related to the engineering‐designed world

Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions

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