Computer-aided argument mapping in an EFL setting: does technology precede traditional paper and pencil approach in developing critical thinking?

2016 ◽  
Vol 64 (2) ◽  
pp. 339-357 ◽  
Author(s):  
Maryam Eftekhari ◽  
Elaheh Sotoudehnama ◽  
S. Susan Marandi
Keyword(s):  
Critical Thinking ◽  
Argument Mapping ◽  
Computer Aided ◽  
Paper And Pencil

scholarly journals IMPROVING STUDENTS' CRITICAL THINKING SKILLS THROUGH ARGUMENT MAPPING-BASED GUIDED INQUIRY ON HUMAN EXCRETORY SYSTEM

2020 ◽  
Vol 1 (2) ◽  
pp. 65-78
Author(s):  
Muhammad Jamhari Darhany
Keyword(s):  
Critical Thinking ◽  
Action Observation ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Excretory System ◽  
Average Score ◽  
Guided Inquiry ◽  
Learning Models ◽  
Argument Mapping

This study aims to analyze the improvement of students’ critical thinking skills in the features of focus, supporting reasons, reasoning, organization, conventions and integration through the implementation of argument mapping-based guided inquiry learning models. Type of this research is classroom action research, a systematic inquiry with the goal of informing practice in particular situation which adopted Kemmis and McTaggart’s models which follows the cycle of planning, action, observation and reflection. It was conducted in class XI-Avenzoar of SMA Unggulan CT Foundation Deli Serdang in the academic year 2019/2020. The sampling technique was done by total sampling consisting of 24 students with a composition of 6 boys and 18 girls. The instrument used the essay tests adapted from Finken based on Illinois Critical Thinking Essay Test and argument mapping based on van Gelder on the concept of human excretory system. The data collection methods were included the interview, observation and documentation. The whole data was employed by descriptive analysis developed by Miles and Huberman which includes three concurrent activities, data reduction, data presentation and conclusion drawing. The results showed that the features of focus and reasoning from critical thinking skills tests in Cycle I obtained the highest score of all, while the features of supporting reasons and conventions obtained the lowest score and showed no improvement at all. Meanwhile in Cycle II, the features of focus and reasoning increased significantly and obtained the highest score as well. However, the feature of supporting reasons increased simultaneously but conventions still remained. It definitely showed that there was a significant improvement between groups in Cycle I (65.42) and Cycle II (80.21) from the average score of students’ critical thinking skills through their argument mapping grading. The aspects of argument mapping, such as claims, reasons, objections, rebuttals and debates improved well between these cycles. It was strongly suggested that argument mapping could enhance students’ critical thinking skills in Biology. From the results and discussion, it could be concluded that the implementation of the argument mapping-based guided inquiry learning models on the concept of human excretory system had a very positive and significant improvement on students’ critical thinking skills. The students’ critical thinking skills were in the high category.

A Case on Teaching Critical Thinking and Argument Mapping in a Teacher Education Context

2014 ◽  
pp. 119-139
Author(s):  
Yasemin Oral
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
English Language ◽  
Teacher Education Program ◽  
English Language Teaching ◽  
State University ◽  
Large Size ◽  
Argument Mapping ◽  
Turkish State ◽  
Pre Service Teacher

This chapter is based on the classroom work of a course on critical thinking designed as part of a pre-service teacher education program in English language teaching at a large-size Turkish state university. With its dual focus on both modernist and postmodern approaches to critical thinking, the course offers scope for classwork that concentrates on the skills to identify the parts and structure of arguments. To this end, argument mapping has been utilized to enhance understanding of the components of arguments and to facilitate the analysis of arguments. This chapter seeks to illustrate the materials and activities used when argument maps have been constructed during the class sessions. Furthermore, drawing from the data gathered from students' journal entries, I argue for a high interplay of the perceived efficacy of argument mapping with the content, length, and complexity of arguments as well as the anxiety evoked by these factors.

scholarly journals Advancing Electronic Assessment

2007 ◽  
Vol 2 (1) ◽  
pp. 56 ◽  
Author(s):  
Nikolaos Doukas ◽  
Antonios Andreatos
Keyword(s):  
Distance Learning ◽  
Air Force ◽  
Graduate Programs ◽  
Assessment System ◽  
Air Force Academy ◽  
Post Graduate ◽  
Electronic Assessment ◽  
Computer Aided ◽  
Paper And Pencil ◽  
Future Work

A computer-aided assessment system is presented that has been designed to produce and deliver tests to the Hellenic Air Force Academy students and assess their performance. The system is called e-Xaminer and is intended for use in both undergraduate courses and distance learning post-graduate programs of the Academy. The e-Xaminer uses meta-language concepts to automatically generate tests, based on parametrically designed questions. Tests intended for different students may entail differences in the arithmetic parameters. Additionally, different tests may be composed from different but equivalent and randomly chosen sub-questions. The system may also present each student with a scrambled sequence of the same questions, as a counter-measure against cheating. Examinations are delivered via a webbased interface; an automatically generated program marks the answers submitted by each student. e-Xaminer allows the implementation of question parameterisation and counter cheating measures, so that electronic tests become significantly different and more powerful than traditional ones. Sample problems are presented which show the additional features of the e-Xaminer, intended to facilitate the work of the course organiser in issuing and marking the tests, as well as in combating cheating. This paper focuses on some new, advanced types of questions enabled by electronic assessment; it then compares paper-and-pencil exams to electronic exams; results from a small student poll on the electronic exams are also presented. Finally, the directions for planned future work are outlined.

scholarly journals EFFECT OF ARGUMENT MAPPING METHOD AND SELF EFFICACY ON CRITICAL THINKING ABILITY

EDUSAINS ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 217-225
Author(s):  
Siti Mulya Agnah ◽  
Rusdi Rusdi ◽  
Yanti Herlanti
Keyword(s):  
Critical Thinking ◽  
Self Efficacy ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Mapping Method ◽  
Critical Thinking Ability ◽  
Argument Mapping ◽  
Thinking Ability ◽  
The Subject ◽  
Essay Test

PENGARUH METODE PETA ARGUMEN DAN EFIKASI DIRI TERHADAP KEMAMPUAN BERPIKIR KRITIS  AbstractThe aim of this study is to know the effect of argument mapping method and self efficacy on critical thinking ability and interaction between argument mapping method and self efficacy on critical thinking ability. The method that used in this research is quasi experiment with 2 x 2 factorial design. The instruments that used in this research are critical thinking ability essay test and self efficacy questionnaire. The subject of this study is students of XI IPA 1 and 3 from SMAN in Jakarta totalling 72 students. Samples were taken using simple random sampling. Analysis of data used two way anova. The result showed that : 1) There is effect of argument mapping method on critical thinking ability with p< 0,05, p = 0,000. 2). There is effect of self efficacy on argument mapping method and self efficacy on critical thinking ability with p< 0,05, p = 0,000. 3) There is no interaction between argument mapping method and self efficacy on critical thinking ability with p> 0,05, p = 0,602.AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis, serta interaksi antara pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis. Metode yang digunakan pada penelitian ini adalah kuasi eksperimen dengan desain ANAVA dua arah dengan rancangan faktorial 2x2. Populasi penelitian ialah XI MIPA SMA Negeri di Jakarta dengan sampel penelitian sebanyak dua kelas, yaitu XI MIPA 1dan 3 yang berisi 72 peserta didik. Instrumen yang digunakan pada penelitian ini berupa tes uraian dan kuesioner efikasi diri. Berdasarkan analisis data hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh metode peta argumen terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (2) terdapat pengaruh efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p<0,05, p = 0,00, (3) tidak terdapat interaksi pengaruh metode peta argumen dan efikasi diri terhadap kemampuan berpikir kritis peserta didik dengan p>0,05, p = 0,602. 

Sign in / Sign up

Export Citation Format

Share Document