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In this paper we describe a simple software system that allows students to practise their critical thinking skills by constructing argument maps of natural language arguments. As the students construct their maps of an argument, the system provides automatic, real time feedback on their progress. We outline the background and theoretical framework...
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... results are shown in Table 3 and Figure 9. A standardised effect size for gains in critical thinking ability was calculated by dividing the mean gain in raw CCTST score by an estimated population pre-test standard deviation of 4.45 (this is the value used in other studies using the CCTST, such as van Gelder et al., 2004). ...
Citations
... Furthermore, AMs helps one to organize and navigate around complex information, clarify reasoning, communicate quickly and effectively, and support critical thinking which may lead to improved critical thinking effects on learners (Dwyer, Morgan, & Stewart, 2012). Likewise, AMs can provide educators with valuable insights into a student's mental model of the argument in question (Butchart et al, 2009) which may be used to support teachers in offering feedback to students or scaffolding student learning from simple to complex levels or argument comprehension, analysis, and evaluation (Dwyer et al, 2012). ...
... In agreement to this results, Karami, Pakmehr, & Aghili (2012) reported a significant increase in posttest in the critical thinking dispositions of high school students after implementing the collaborative learning method. Likewise, Butchart et al., (2009) reported a significant increase of mean scores from pretest to posttest in critical thinking skills after exposing the students in a course of argument mapping exercises for a semester. Further, critical thinking disposition was also found to significantly increase from pretest to posttest when students were exposed to problem-based English writing instruction (Luele, 2018). ...
Argument mapping, which includes arguments or premises and contentions, presents ideas in a verbal-diagrammatical representation through boxes and arrows. This quasi-experimental study was conducted to determine the effect of argument mapping teaching method to the critical thinking dispositions of learners in Physics. The study participants were learners from a public high school in the Philippines for the School Year 2020-2021. The Critical Thinking Dispositions (CTD) of learners in Physics were determined using a researcher-made CTD Inventory. The Self-Learning Modules (SLMs) in Science 10 containing seven (7) SLMs implemented for seven (7) weeks for both groups containing the Most Essential Learning Competencies (MELCs) for Grade 10 learners as prescribed by the DepEd for the second quarter was used for the controlled group. The same SLMs were used in teaching the experimental group, which some parts have been modified to embed argument mapping activities. Pretest revealed that both groups have the same level of CTDs before implementing the intervention. However, posttest revealed that the CTDs of the learners exposed to Argument Mapping (AM) method of teaching group is significantly higher than that of the learners in the non-AM method of teaching group. The argument mapping teaching method had a positive effect on the critical thinking dispositions of learners. The researcher recommends that learners be exposed to activities requiring them to use their critical thinking, be given opportunities to collaborative works and communicate their ideas, and further studies be conducted to develop better instruments to measure the critical thinking dispositions of learners.
... This result is in accordance with that of Chouari (2016) Several scholars maintain that lack of practice negatively influences the cultivation of learner thinking. For example, Aliakbari and Sadeghdaghighi (2013) and Butchart et al. (2009) confirmed that lack of practice is a factor affecting the development of critical thinking and argument skills. In the absence of training learners' thinking skills, content-intensive courses slow down the thinking process and cognitive development. ...
Recent research in language learning and teaching has prompted revived attention to developing learners’ critical thinking skills. Training learners to think critically serves as a significant opportunity to improve their knowledge and skills, yet it is still a key issue in need of enormous research in terms of its application. Despite its evident importance, the way to enhance students’ thinking skills is challenging and impeded by numerous barriers. This survey study sets out learners’ perceived barriers to critical thinking in two state Moroccan universities. Surveying 110 EFL students, the respondents were invited to openly comment on the obstacles that hindered their reflection. By way of qualitative content analysis, the results displayed that enhancing critical thinking skills is governed by factors related to teaching, learning and the education system. Amongst the nine challenges the Moroccan students face, lecturing and student content knowledge were reported to be the two major obstacles that significantly influenced the development of critical thinking.
... The hierarchically organized information was proven to promote learning and memory (Dwyer et al., 2012). Practically, although AM was usually constructed in the traditional form by using manuscript and pencil (Alvarez-Ortiz, 2007;Butchart et al., 2009;Dwyer et al., 2011), it has some shortcomings, for example, the inconvenience to edit or change, especially when the map size is large. ...
... Constructed asynchronously in an online environment, computer-based AM not only provides students sufficient time to explore further information and think deeply (Dracup, 2012), but also allows them to add or delete content freely. Empirical studies have indicated the positive relationship between computer-based AM and students' critical thinking (Alvarez-Ortiz, 2007;Butchart et al., 2009;Carrington et al., 2011;Harrell, 2011;Eftekhari et al., 2016). For example, Eftekhari et al. (2016) compared the effects of three kinds of instruction (argument mapping instruction via Rational software, argument mapping via manuscript and pencil, and traditional instruction without AM) on students' critical thinking. ...
... Thirdly, through exploring debaters' phases of critical thinking in the first-and second team in five debates, it was found that Understand→Understand (U→U), Recognize→Understand (R→U), and Understand→Evaluate (U→E) were the top three effective single sequences, indicating that the phases of debaters' critical thinking were relatively low. This result could be explained from the following aspects: (1) Butchart et al. (2009) has proven that when students constructed their AMs online, the automatic and real-time feedback was efficient in improving their critical thinking because it provided students opportunities to evaluate and reflect on their own thinking (Dwyer et al., 2012). While in this study, although the instructor provided timely feedback to students' presentations of debate, due to the limited time in class, it was not fully benefit to students. ...
... Considering these situations, argument mapping, in particular, has significant potential to improve critical thinking. However, it has been observed that still there are limited studies on this subject Butchart et al. 2009;Dwyer, Hogan, & Stewart 2012;Kunsch, Schnarr, & van Tyle 2014;Uçar & Demirarslan Cevik 2020;van Gelder 2002). In the light of this data, this study aims to examine the effect of argument mapping on the critical thinking skills and tendencies of pre-service teachers. ...
... There are studies examining the effectiveness of argument mapping on the development of critical thinking (Butchart et al. 2009;Dwyer et al. 2012;Kunsch et al. 2014;Sönmez, et al. 2020;Ucar & Cevik 2020;van Gelder et al. 2004). It is noteworthy that most of the studies were carried out within the scope of the critical thinking course, and the students made argument mapping individually (Butchart et al. 2009;Dwyer et al. 2012;Kunsch et al. 2014;van Gelder et al. 2004). ...
... There are studies examining the effectiveness of argument mapping on the development of critical thinking (Butchart et al. 2009;Dwyer et al. 2012;Kunsch et al. 2014;Sönmez, et al. 2020;Ucar & Cevik 2020;van Gelder et al. 2004). It is noteworthy that most of the studies were carried out within the scope of the critical thinking course, and the students made argument mapping individually (Butchart et al. 2009;Dwyer et al. 2012;Kunsch et al. 2014;van Gelder et al. 2004). In addition, it was observed that the effect of argument mapping on critical thinking skills was also examined in these studies. ...
The aim of the study was to examine the impact of the use of argument maps by final year students of the science-teaching program on critical thinking. In the research, out of experimental research models, quasi-experimental pre-test-post-test control group design was used. Sample of the study consisted of 84 final year pre-service science teacher studying in three different classes in the fall semester of 2017-2018 academic year. While one of these classes was identified as control group, the other two classes were determined to be experimental groups at the beginning of the study. In the control and experimental groups, lectures on the subject of “Optics” were held with the Argument Based Inquiry (ABI) approach for 8 weeks in total. Different from control groups, experimental groups created eight individual argument maps in total within the framework of weekly subjects. In addition to the individual argument maps, one of the experimental groups created collaboratively argument maps for 4 weeks. collaboratively argument map practices were performed with 17 small groups consisting of two persons. Researchers were involved in the collaboratively map creation process as guides. Critical Thinking Test was used as measurement tool at the beginning and end of the practices. Data were analysed through one-way ANOVA via the SPSS program. At the end of the analysis, it was concluded that individual and collaboratively argument mapping practices were effective in the development of critical thinking skills of the pre-service teachers.
... Students who successfully use CT in one domain may fail to transfer these skills to a new context or discipline. Studies show that it is best to explicitly teach and practice transfer in CT instruction [19]. This may require assisting students in recognizing that CT skills are necessary, in choosing the correct skill, and in applying it to different situations. ...
The main task of engineers is designing and manufacturing of useful products. Rapid progress in science and technology is creating more innovative techniques and more advanced products. For today's engineering graduates to be successful, they must be able to solve complex and open-ended problems, and be capable of independent and critical thinking. Critical thinking (CT) can be simply defined as the analysis of available facts, evidence, observations, and arguments to form a judgment. Nurturing of critical thinking skills in students is generally deemed an uphill task by instructors at engineering universities. Quantitative assessment of CT skills and tasks is an even grayer area. This paper presents an overview of the different issues related to instruction and assessment of CT skills, and the various methods adopted, especially in the context of engineering education. Some of the more interesting issues discussed are classroom exercises for CT assessment; self-assessment of CT skills; CT assessment design, quantification, and summative assessment; taxonomy of CT assessment; and limitations of standardized CT assessment. This brief but in-depth review can be useful for engineering students and instructors targeting the development of CT skills, and for other branches of education. Introduction In a nutshell, engineering is the designing and manufacturing of useful products. Due to rapid advances, products are becoming increasingly innovative and complex [1,2]. Successful engineering graduates should have the ability to solve complex and open-ended problems, and to exercise critical thinking [3-5]. A group of United States companies published a report in 2006 [6] according to which employers rate critical thinking (CT) as the most highly desired skill of recent graduates. However, over 90% of the surveyed employers were of the opinion that college graduates were deficient in CT skills. Though hardly anyone disputes the importance of CT, it is quite evident that CT instruction is inadequately addressed in most college curricula. Even after years of university education, in courses that claim to develop higher-order cognitive thinking, many students graduate with limited CT skills [7].
... Students who successfully use CT in one domain may fail to transfer these skills to a new context or discipline. Studies show that it is best to explicitly teach and practice transfer in CT instruction [19]. This may require assisting students in recognizing that CT skills are necessary, in choosing the correct skill, and in applying it to different situations. ...
... The hierarchically organized information was proven to promote learning and memory (Dwyer et al., 2012). Practically, although AM was usually constructed in the traditional form by using manuscript and pencil (Alvarez-Ortiz, 2007;Butchart et al., 2009;Dwyer et al., 2011), it has some shortcomings, for example, the inconvenience to edit or change, especially when the map size is large. ...
... Constructed asynchronously in an online environment, computer-based AM not only provides students sufficient time to explore further information and think deeply (Dracup, 2012), but also allows them to add or delete content freely. Empirical studies have indicated the positive relationship between computer-based AM and students' critical thinking (Alvarez-Ortiz, 2007;Butchart et al., 2009;Carrington et al., 2011;Harrell, 2011;Eftekhari et al., 2016). For example, Eftekhari et al. (2016) compared the effects of three kinds of instruction (argument mapping instruction via Rational software, argument mapping via manuscript and pencil, and traditional instruction without AM) on students' critical thinking. ...
... Thirdly, through exploring debaters' phases of critical thinking in the first-and second team in five debates, it was found that Understand→Understand (U→U), Recognize→Understand (R→U), and Understand→Evaluate (U→E) were the top three effective single sequences, indicating that the phases of debaters' critical thinking were relatively low. This result could be explained from the following aspects: (1) Butchart et al. (2009) has proven that when students constructed their AMs online, the automatic and real-time feedback was efficient in improving their critical thinking because it provided students opportunities to evaluate and reflect on their own thinking (Dwyer et al., 2012). While in this study, although the instructor provided timely feedback to students' presentations of debate, due to the limited time in class, it was not fully benefit to students. ...
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.
... Findings from various studies indicate that problem solving skills through learning like GDL contributes to students' critical thinking skills (Camacho & Legare, 2015;Noviyanti et al., 2019;Setyorini, Sukiswo, & Subali, 2011). Besides GDL learning model, argument mapping application could also help empower critical thinking (Butchart et al., 2009;Kunsch, Schnarr, & van Tyle, 2014). Argument mapping is a technique that facilitates its users in visualizing premises on which to draw conclusion in a logic (Eftekhari & Sotoudehnama, 2018;Kunsch et al., 2014). ...
... The students required the evidence, facts, and relations from the data to create an argument mapping. The data collection and processing activities supported with argument mapping encourage students to be more skillful and foster critical thinking (Butchart et al., 2009;Davies, 2011). These steps are relevant to the critical thinking skill aspect of bases for decision. ...
Based on the development of education in Indonesia today, teachers still teach in ways that make students memorize lessons. A learning model is needed that can support students to think critically. One of the learning models that can support students to think critically is through guided discovery learning model with argument mapping. This study aims to find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills. The research method used was quasi experimental and pretest-posttest control group design, the sample of the study consisted of 66 students drawn from 89 Senior High School Jakarta. This sample was divided into two groups to assign the experimental and control group. The experimental group was exposed to guided discovery learning and argument mapping, while the control group with conventional learning. The result of independent sample t-test with a significance level of α = 0.05 experimental group showed that p-value was 0.000. It can be concluded that there is the influence of the guided discovery learning with argument mapping on senior high school students’ critical thinking skills. The result of Normalized gain also show that the experimental group was effective to develop critical thinking skills (N-gain = 0.45). Furthermore, the study found out that N-gain for each indicator of critical thinking skills in the experimental group was higher than the control group. Basic clarification (N-gain = 0.31), bases for decision (N-gain = 0.68), inference (N-gain = 0.19), and advance clarification (N-gain = 1.2) were reported. Guided discovery learning with argument mapping should be an alternative learning medium to develop critical thinking skills.
... According to the findings of the review, the most often used tools include online discussion (e.g., Cheong and Cheung, 2008), coding or game design or Wikibooks creation (e.g., Yang and Chang, 2013), and concept or argument maps (e.g., Rosen and Tager, 2014). As for the method involved, the studies adopted both quantitative and qualitative research methods (e.g., Shamir et al., 2008;Yang, 2008;Yang and Chou, 2008;Butchart et al., 2009;de Leng et al., 2009;Yeh, 2009). Data from various measurements revealed overall positive results of using ICT tools in critical thinking cultivation (e.g., Yang, 2008;Allaire, 2015;Shin et al., 2015;Huang et al., 2017). ...
Critical thinking is considered as one of the indispensable skills that must be possessed by the citizens of modern society, and its cultivation with blended learning has drawn much attention from researchers and practitioners. This study proposed the construction of a blended learning environment, where the pedagogical, social, and technical design was directed to fostering critical thinking. The purpose of the study was to find out students' perceptions of the learning environment concerning its design and its influence on their critical thinking. Adopting the mixed method, the study used questionnaire and interview as the instruments for data collection. The analysis of the data revealed that the students generally held positive perceptions of the environment, and they believed that the blended learning environment could help promote their critical thinking in different aspects.
... Hasil ini lebih baik dibandingkan dengan yang diperoleh dalam studi lain dari program pemikiran kritis dan secara signifikan lebih tinggi dari keuntungan yang diharapkan dari 0,1 standar deviasi yang diharapkan dihasilkan dari satu semester tanpa instruksi pemikiran kritis. (Butchart,, Forster, Gold, & Bigelow, 2009). ...
Abstract. Development of Mathematics Teaching Materials for Numbers Based on High Order Thinking Skills (HOTS) for junior high school students is intended to provide one answer to the lack of a companion Mathematics learning companion number material that implements the 2013 curriculum and the limitations of teachers in developing HOTS-oriented learning strategies and the existence of demands for students who always accustom themselves to think critically, analytically, solve problems and increase creativity. This research uses Research and Development (R&D) research methodology where researchers limit research on a small scale, including to limit the research steps. Validation results obtained that overall design experts gave an average score of 4.7. Media experts score an average of 4.7. Mathematics teachers gave an average score of 3.84 and the student response questionnaire (small group test) received a score of 4.5 based on the data and analysis conducted which stated that this teaching material product was very suitable to be used as a companion book for HOTS-based Mathematics learning. Keyword: Development of teaching materials, Higher Order Thinking Skills, Mathematics learning.
Abstrak. Pengembangan Bahan ajar Matematika Materi Bilangan Berbasis High Order Thinking Skills (HOTS) untuk siswa SMP dimaksudkan untuk memberikan salah satu jawaban terhadap kurangnya buku pendamping pembelajaran Matematika materi bilangan yang mengimplementasi kurikulum 2013 serta keterbatasan guru dalam mengembangkan strategi pembelajaran berorientasi HOTS dan adanya tuntutan untuk peserta didik yang selalu membiasakan diri berpikir kritis,analitis, memecahkan masalah dan meningkatkan kreativitas. Penelitian ini menggunakan metodologi penelitian Research and Development (R&D) dimana peneliti membatasi penelitian dalam skala kecil, termasuk untuk membatasi langkah
penelitian. Hasil validasi diperoleh bahwa secara keseluruhan ahli desain memberi skor rata-rata 4,7. Ahli media memberi skor rata rata 4,7. Guru matematika memberi skor rata rata 3,84 dan angket respon siswa (Uji kelompok kecil) mendapat skor 4,5 berdasarkan data dan analisis yang dilakukan menyatakan produk bahan ajar ini sangat layak digunakan sebagai buku pendamping pembelajaran Matematika berbasis HOTS.
Kata Kunci: pengembangan bahan ajar, Higher Order Thinking Skills,
Pembelajaran matematika