The influence of collaborative argument mapping on college students’ critical thinking about contentious arguments

Kaeppel, Kristi

doi:10.1016/j.tsc.2021.100809

Cited by 30 publications

(18 citation statements)

References 27 publications

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“…(2) Mapping out argumentation in a visualized way, such as AM, allows students to extract propositions, claims, and rebuttals easily ( Chandler and Sweller, 1991 ; Pollock et al, 2002 ). The AM helps debaters to identify essential issues, realize their possible lacking of sufficient evidence in supporting their views, make better connections between claims and evidence, all of which were beneficial to facilitate the students’ reflection about reasoning and clarify their insights ( Van Gelder, 2005 ; Kaeppel, 2021 ), and finally practice their high-level thinking skills ( Kabataş, 2011 ). Such opinions were also verified by students’ interviews.…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Effects of Argument Map-Supported Online Group Debate Activities on College Students’ Critical Thinking

et al. 2022

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Debate has been warranted as a meaningful activity to promote students’ higher-level thinking, such as critical thinking. However, traditional debate activities which are typically carried out in the physical classroom may meet some obstructions of limited time and space, which would result in the phenomenon that many participants act as silent watchers rather than mind exchangers. Moreover, it is hard to make a visualized record about the whole process and contents of the traditional debate activity. The current study aimed to explore the effects of argument map (AM)-supported online group debate activities on college students’ critical thinking, including their depth and phases of critical thinking, and the relationship between students’ depth of critical thinking and their number of speeches. In the study, an innovative argumentation construction way was designed. All students enrolled in a course could have a chance to attend the AM-supported online group debate activities and the whole process and outcomes of online group debate could be visualized by AM. At the same time, the effectiveness of the innovative activities was evaluated by content analysis of AM. A total of 42 sophomores in the undergraduate course named “Learning Sciences and Technology” were recruited to attend online group debate activities assisted by a web-based visualization tool named “ZJU Yuque” in 5 weeks. Newman’s framework about the depth of critical thinking and Murthy’s instrument of critical thinking phases were employed as guidelines. We found that 42 students’ overall depth of critical thinking was gradually improved in an obvious way during the five online debate activities. The most frequent phases for students in the first and second team in online group debate activities include Understand→Understand (U→U), Recognize→Understand (R→U), and Understand→Evaluate (U→E). However, students’ creating behaviors were not significantly generated. Teachers’ real-time feedback was helpful for students’ improvements of high-level thinking skills and their preparation for the next debate activity. Students’ interviews found that students highly valued such online group debate activities because every student could have a chance to express their thoughts and they had enough time to prepare debate contents. Based on the findings, some implications were proposed for the better design and implementation of online group debate activities.

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Section: Discussionmentioning

confidence: 99%

“…Some debate topics may affect students’ motivation negatively, and therefore, affect their depth of critical thinking. In this view, the instructor may play a more important role in guiding students’ efforts into activities that require more critical thinking ( Kaeppel, 2021 ). (3) Debate aims to refute others with evidence.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Effects of Argument Map-Supported Online Group Debate Activities on College Students’ Critical Thinking

et al. 2022

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“…Exercises to formulate a problem can practice making arguments to make students more detailed when examining a problem, and this includes examining beliefs in self and beliefs of others. Doing so allows them to better understand other people's thoughts during discussions, thereby increasing understanding and argument construction (Kaeppel, 2021). Overcoming students' anxiety and possible boredom in learning by shifting learning from a teacher-centered learning system to a student centre and providing motivation.…”

Section: Discussionmentioning

confidence: 99%

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Prafitasari

Sukarno

Muzzazinah

2021

International j.of Elementary Education

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The COVID-19 pandemic has caused all fields to face a situation that challenging. critical thinking skills must still be integrated into science learning with the situation because it is one aspect of 21st-century learning. An alternative to reducing face-to-face activities is that schools carry out mixed-system learning. The purpose of this study was to evaluate the integration of critical thinking skills in science learning using a blended learning system in elementary schools given the limitations in learning during the covid-19 pandemic. This research is a case qualitative research with descriptive proportion with a sample of 19 elementary school fifth-grade students. Data collection techniques used are observation, documentation, questionnaires, and interviews. Triangulation of sources and techniques used to validate data. The results showed that critical thinking skills in elementary school science learning using a blended learning system are still relatively low with data (Mo<Md<Me), mean = 14.10, and the largest percentage distribution of 47.37%. The percentage of the majority of the questionnaires answered never with details on the aspects of formulating the problem52.63%, analyze arguments and solve problems 48.42%, evaluate 57.89%. In conclusion, the integration of critical thinking skills with blended learning systems in elementary schools in science learning still needs to be considered because there are still obstacles in its implementation. The results of this study have implications for finding solutions to improve critical thinking skills in science learning with blended learning system learning to be more effective. The recommendation in this study is that teachers are more creative in implementing blended learning system learning strategies for success critical thinking skills in learning science students can be achieved well.

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“…Sheni [34] stresses the importance of studentcentered classrooms promoting active learning where the role of the teacher shifts from the traditional provider of information to the role of a guide, facilitator, or learning adviser. Additionally, critical thinking can be fostered through questioning [35,36]. This is relevant for learners because questioning stimulates a learning interaction among pupils and fosters cooperative learning.…”

Section: Characteristics Of Instruction and Core Skills Of Critical Thinking In The School Curriculummentioning

confidence: 99%

“…A review of the literature on critical thinking provided an understanding of its theoretical background and helped to focus on the research questions. Specifically, for RQ 1, to determine which characteristics of instruction can enhance critical thinking in the primary school curriculum of the European Schools, we referred to its theoretical framework [31][32][33][34][35][36][37][38]. To determine the extent to which the primary school curriculum includes critical thinking (RQ 2), we used Facione's [44] skills scheme (Table 3).…”

Section: Instrumentmentioning

confidence: 99%

Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System

et al. 2021

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To develop citizens’ critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.

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The influence of collaborative argument mapping on college students’ critical thinking about contentious arguments

Cited by 30 publications

References 27 publications

Exploring the Effects of Argument Map-Supported Online Group Debate Activities on College Students’ Critical Thinking

Exploring the Effects of Argument Map-Supported Online Group Debate Activities on College Students’ Critical Thinking

Integration of Critical Thinking Skills in Science Learning Using Blended Learning System

Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System

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