Argumentation Skills Research Articles

New Look at Soft Skills Development Through Debate Technology

The article highlights theoretical and practical aspects of the relevant contemporary issue of development of soft skills of pre-service primary school teachers by means of intensification of debate in the classroom. Modern society requires from specialists not only deep knowledge in their fields, but also the ability to effectively communicate and interact with others. Soft skills development through debate technology is a contemporary and innovative approach to enhancing essential interpersonal and communication skills. Debate technologies contribute to the development of argumentation skills, the ability to listen, respond to the arguments of opponents and express one's opinions clearly and convincingly. The approach combines the traditional practice of debate with modern technology to provide a more engaging and effective learning experience. The author analyses the problem from two perspectives: development of students’ soft skills, on the one hand, and pedagogical potential of debate in this context, on the other. The definition of the concepts “soft skills” vs “hard skills” is generalized, the factors of efficient application of debate technologies are outlined. The researcher proved that ability to arrange engaging debate in different academic courses at the university is a characteristic feature of professional competence of an innovative educator as it helps develop students’ key skills. The formation of the latter takes place both in individual subjects teaching and in the process of subjects’ integration.

Use of E-Modules Based on Socio-Scientific Issues in Efforts to Improve Argumentation and Decision-Making Skills of High School Students

The use of e-modules based on socio-scientific issues can be used as a way to provide argumentation and decision-making skills. This study aims to determine the use of e-modules based on socio-scientific issues in improving the argumentation and decision-making skills of high school students. This study used a quasi-experimental method. The research design used was the non-equivalent control group design. The sample in this study was class X students consisting of 132 people who were determined by purposive sampling technique. The research was conducted on two classes, namely the experimental class (learning using e-modules based on socio-scientific issues) and the control class (learning using modules not based on socio-scientific issues). The results showed that there was a significant difference in the mean between the experimental class and the control class in argumentation skills. The Mann-Whitney test on the value of argumentation skills shows a number (2-tailed = 0.000) < α (0.05) which means that there is a difference in the effectiveness of using socio-scientific issue-based e-modules with ordinary modules to improve students' argumentation skills. Then the results of the study showed that there was a significant difference in the average between the experimental class and the control class in student decision-making, shows that the Mann-Whitney test score on the value of argumentation skills shows the number (2-tailed = 0.000) < α (0.05) which means that there is a difference in the effectiveness of using socio-scientific issue-based e-modules with regular modules to improve student decision making. As for the criteria for the N-Gain score, the use of e-modules based on socio-scientific issues to improve students' argumentation skills is included in the moderate category (N-gain = 0.42), and the use of e-modules based on socio-scientific issues to improve student decision making is included in the medium category (N-gain = 0.56).

Exploration of Argumentation and Scientific Reasoning Ability in Phenomenon-Based Argument-Driven Inquiry Learning in Newton's Law Material

The ability of argumentation and scientific reasoning is part of scientific literacy which is a requirement for learning science. Students get knowledge according to the understanding of scientists, which is important for students to have, especially in Newton's law material, but learning in the classroom currently has not developed argumentation and scientific reasoning skills properly. This study used a mixed method design with an embedded experimental design carried out offline. This research design was used in order to obtain an in-depth picture of students' argumentation and scientific reasoning abilities. The results showed that students' argumentation and scientific reasoning abilities increased significantly after being given the phenomenon-based Argument-Driven Inquiry (ADI) learning model. This learning has a moderate effect on argumentation skills and a very large one on students' scientific reasoning. Even though students' argumentation abilities have increased significantly, on average students still have difficulty in associating a phenomenon with the appropriate Newton's Laws. Scientific reasoning students also experience positive changes. This is evidenced by the increase in post-test scores and effect sizes which are in the very large category

Contribution of the Inquiry Learning Model to Student Scientific Argumentation Skills on Fluid

The inquiry learning model is a model that facilitates the construction of students' scientific knowledge which can also improve students' argumentation skills. According to several research results, inquiry-based learning has proven to be effective in improving scientific argumentation skills because in the learning process students are directed in investigative activities to find scientific evidence as a basis for scientific argumentation. By considering the student learning process, the aim of this research is to describe whether the use of three types of inquiry learning models can teach fluid material and influence the student learning process, one of which is students' argumentation abilities. This research method uses mixed method triangulation. The instruments used were interview questionnaires and argumentation tests. The data obtained was then analyzed using simple statistical tests and N-gain scores. Interview data was analyzed to find out clarification of students' answers. The research results of the inquiry learning model were successful in developing argumentation skills, namely the n-gain score resulted in the use of the structured inquiry learning model gaining 0.88, the guided inquiry learning model 0.84 and the open inquiry learning model 0.74.

Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns

Argumentation involves collaboration and regulation of learning. In recent years, regulation of learning, which involves self-, co-, and socially shared regulations, has attracted much attention across a range of domains. To date, studies on these forms of regulation, especially on cognitive regulation, have explored the temporal and sequential patterns of regulatory processes using various sample sizes, especially in collaborative learning, whereas few studies were found on how different argumentation scaffolds affect the structure of these three types of regulation. With the maturity of cloud computing and 5G technology, many kinds of collaborative whiteboards can be adopted to support students' argumentation. In this study, Toulmin's Argument Pattern (TAP) and Nussbaum's Argument Vee Diagram (AVD) scaffolds were integrated into an online whiteboard to assist with collaborative argumentation. A total of 193 pre-service teachers of five intact classes were recruited and evenly assigned to the control cohort, the TAP cohort and the AVD cohort. This study conducted a quasi-experiment for 6 weeks, collecting pretests on prior instructional design knowledge & prior argumentation skills and individual metacognition as covariates, screen recording of online whiteboard-based argumentation activities, and group argumentative reports. Using MANCOVA and epistemic network analysis (ENA), this study drew the following conclusions: (1) Compared to the conventional discussion, TAP and AVD scaffolds respectively activated prominently more self-regulation and co-regulation. However, in socially shared regulation, there was no significant difference between the two scaffolds and the conventional discussion; (2) The TAP and AVD scaffolds significantly enhanced students' written argument skills compared to the conventional discussion, but no significant difference existed in the TAP and AVD scaffolds for improving students' written argument skills since the AVD scaffold evoked a great deal of ineffective co-regulation; (3) In the claim phase, the TAP scaffold activated a stronger connection between co-regulation and socially shared regulation than the other two scaffolds, while the AVD scaffold had a connection between self-regulation and socially shared regulation that was stronger than the conventional discussion and as strong as the TAP scaffold. In the justification phase, the AVD scaffold showed a far stronger connection between self-regulation and co-regulation, while the TAP scaffold illustrated a stronger connection between co-regulation and socially shared regulation. In the rebuttal phase, all three scaffolds showed the strongest connection between self-regulation and co-regulation. This study has implications for effectively using online whiteboards to support productive argumentation, in turn boosting argumentation skills along with regulation characteristics of productive argumentation.

Towards a Pedagogical Model Applying Commedia dell’Arte and Art Workshops in Higher Education Design Studies

Abstract This study introduces a pedagogical model: “the parallel co-inquiry cycles with performative inquiry for character related design” for higher education design studies that focus on characterization. The disciplines benefitting from cross-fertilization provided by the model include game design, fashion design, graphic design, theatre, and actor’s art. Besides the model, the article discusses curriculum integration of a shared thematic denominator Commedia dell’Arte in higher education design studies. The model synthesizes progressive inquiry, drama pedagogical methodologies, and theories on theater with hands-on art workshops to create tangible and digital knowledge vessels for characterization. The research design relies on parallel co-inquiry cycles, participatory ethnography with elements from participatory design tradition. The model identifies three major components within the single 3E-inquiry cycles, namely exercise, experiment and experience. The entire process acquires complexity as each single inquiry cycle enters the next loop of Observe–Plan–Act–Reflect and more time and resources are allocated to the process. The pattern of action and reflection has an iterative cycle format in this model. Reflection has two distinguished purposes: first, to internalize reflective design and to become a reflective practitioner. Second, to see the importance of reflection as distancing oneself from the current process, to allow a reflective mind to linger on the process and learn from mistakes to turn them into assets. Reflection as a metacognitive skill has an all-encompassing purpose in both design and learning processes. The model distinguishes two types of knowledge vessels. Knowledge objects are abstractions that condense knowledge in the co-design process, whereas knowledge artifacts are concrete items, such as masks, outfits, and accessories in both digital and tangible formats. The model connects maker-culture, practice-based inquiry, and performative inquiry in the inquiry cycles. The drama method with performative inquiry acknowledges shared knowledge building in a collaborative, dialogical inquiry that fosters both argumentative and reflection skills.

Effectiveness of ADI-STEM to Improve Student’s Science Literacy Skill

Objective: This study aims to analyze the effectiveness of the Argument-Driven Inquiry (ADI)–Science, Technology, Engineering, and Mathematics (STEM) model in improving students' scientific literacy abilities. Method: The method used in this research is the literature review method. The literature review is a type of research used to collect data and information by collecting and reviewing various references. This study analyzes as many as 20 national and international articles that can be accounted for. The articles used were published in 2015-2022. The steps taken in this study were identifying topics, finding and selecting appropriate articles, analyzing and synthesizing the literature, and concluding. Result: Based on the results of the studies and analyses that have been carried out, it can be concluded that (1) the application of the ADI learning model can improve students' scientific literacy skills; (2) the ability to argumentation skills to increase students' scientific literacy; (3) integrating STEM into the learning process is also able to improve scientific literacy skills because STEM provides opportunities for students to identify real-life problems. Novelty: This study reveals that students' scientific literacy can be increased effectively by integrating ADI and STEM. These findings invite researchers, educators, and the government to develop learning that facilitates ADI-STEM learning.

“Metaphors we learn by”: teaching essay structure and argumentation through conceptual metaphors

ABSTRACT In this study, we used Conceptual Metaphor Theory (henceforth CMT) for the benefit of English for Academic Purposes’ teaching and learning. CMT underpins how in metaphorical expressions, one concept is understood in terms of another. We argue that CMT can help students understand and master argumentation skills and essay structure, although there is little research on this topic. In this research, we focus on two metaphors: Arguments Are Buildings and writing is cooking, eating, digesting. The study was conducted through workshops for students of EAP using either Legos or cooking props to help them link the metaphors to their writing skills. After the workshops, students wrote an essay which was marked in accordance with the International English Language Testing System’s specification and compared to their average writing score throughout the semester. Findings show that students who took part in the workshops obtained a higher grade, particularly students who attended the workshop on the metaphor writing is cooking, eating, digesting.

Strengthening adolescents' critical health literacy and scientific literacy to tackle mis- and dis-information. A feasibility study in Switzerland.

We aimed to develop and test the feasibility of a critical health literacy (CHL) and science literacy (SL) training course targeting secondary school students in Switzerland. Using a community-based participatory approach, we developed a two-block training program, the first centered on argumentation skills and the second on scientific skills. We combined an ex-cathedra and a flipped-classroom approach, providing students with a deep understanding of CHL and SL concepts and the translational capability of implementing theoretical notions to real case scenarios. The feasibility study was designed as a one-group pretest-posttest quasi-experiment. Beyond socio-demographics, questionnaires included measures of CHL, SL, trust in science, and perceived quality of the course. The curriculum was feasible and well-accepted by the target groups, teachers, and students. Students convincingly specified their perceived personal benefits associated with a positive change in CHL and SL scores after the training course. Training CHL and SL in secondary school students is feasible and can improve their competencies. Results from present study can inform a large-scale study.

Procedures for Developing Inquiry-Flipped Classroom Models to Improve Argumentation Skills

This research is research on the development of a learning model procedure that refers to the research developed by Lee J.L and Jang. The research type is F2-O1+O2-S1+S5+S6-A3. The resulting product is a flow of inquiry learning model-flipped classroom. The results of validation by experts on conceptual and procedural practitioners state that the product is feasible to be tested. The results of the small group trial showed that the inquiry-flipped classroom flow model was effective for use in the learning process. From the results of the study, it can be concluded that the flow of the inquiry-flipped classroom model has gone through the development stage and received a very good response from educators. The flow of the inquiry-flipped classroom model can be used in helping the learning process to improve the ability to argue on factors that can affect the reaction rate, which is characterized by making it easier for students to form initial concepts, saving time so that there is room for argument, increasing student participation.

The Influence Concept Attainment Learning Model on Students Argumentative Skills and Concepts Understanding on Angiosperm Material

<p>Students need their own arguing skills in learning process. Based on the observation, it is known that not all students have the same courage to express their opinions, both verbally and written. This leads to a lack of understanding of the media design content being studied by education participants. The application of the <em>Concept Attainment</em> learning model is expected to train students how to construct their own concepts and be able to express them verbally. This study aims to determine the effect of <em>concept attainment </em>learning model on students' argumentative skills and concept understanding of angiosperms subject in class X MIPA SMAN 5 Tasikmalaya. This study used a quasi-experimental research method with a research design Nonequivalent Control Group Design. The population in this study were all students of X MIPA SMAN 5 Tasikmalaya of seven classes with a total number of 245 students. The sampling technique used was purposive sampling, with the samples used class X MIPA 3 as the experimental class and X MIPA 5 as the control class with a total number of 72 students. The instruments used in this study consisted of 5 argumentative ability test questions and 10 concept understanding questions. The data analysis technique used in this research is parametric statistical data analysis technique. Data is processed by conducting prerequisite analysis in the form of a normality test, homogeneity test, and hypothesis testing using one way ANOVA test. The results showed that there was a significant effect of the <em>concept attainment</em> learning model on students' argumentative skills and concept understanding with a significance value of (0.000). Based on these positive results, it can be used as a reference for educators to use <em>concept attainment </em>models that support teaching and learning activities.</p>

Effectiveness of Physics Mobile Learning in Generation Z: A Literature Review

Today, the using of mobile learning tools are much needed. One of those mobile learning is physics mobile learning. This study aims to analyze the effectiveness of using physics mobile learning in physics learning in generation z students. The analysis was carried out on journal articles that have implemented physics mobile learning. The research subjects consisted of twenty five journal articles selected from the Scopus Index database, Web of Science (WOS), Google Scholar, or ERIC from 2012 to 2022. The data have already been analyzed related to improved orientation aspects, and research methods. The results of data analysis indicate that the use of mobile physical learning can have a positive impact on enhancing the different abilities of students, such as HOTS abilities, diagrammatic and argumentative representation skills, and students' conceptual understanding. According to our analysis of the development of physics mobile learning, students consider these apps to be an interesting and useful addition to traditional teaching, as they allow them to easily access multimedia resources and learn almost anywhere and anytime. This means that more research is needed to develop mobile learning physics in other physics concepts used and improved orientation aspects.

Research on the Development of an Educational Model Integrating Debate and Argumentative Writing : Focusing on face-to-face debates and online debates

The purpose of this study is to develop an integrated education model of debate-argumentative writing and to specifically suggest the teaching and learning method in the model. For this, I proposed a circulative model of debating and argumentative writing including the processes of the topic formation, outline creation, debating, argumentative writing, feedback, online debating, and term paper evaluation. One of the main characteristics of this study is that the two activities circulate repetitively. In the repetition of the two activities, the target aims such as argumentative thinking skills, creativity, and speech and writing competences, can be achieved in an equally balanced manner. Another characteristic is that diverse patterns of debates such as formal debates, informal debates and online debates, are utilized for the learner’s active participation. Finally, since interactions can be strengthened between learners and a teacher, learners and learners, and learners and materials, feedback and information search can be strongly activated. For further study, intensified research is suggested regarding the analysis, as well as an effective teaching method involving the diversity of the communicative aspects in multi-layered debating message postings.

Legal argumentation in the court: native experience and foreign practice

The article is devoted to highlighting domestic experience and foreign practice of legal argumentation in court proceedings. The Great Legal Encyclopedia defines legal argumentation as the process of giving arguments legal meaning and establishing relationships between them, which acquires jurisprudence. forms when harmonizing logical rules with legal norms.
 It is stated that legal reasoning in court decisions is mandatory, since the acceptability of legal decision- making depends on the procedures of argumentation and the desire to achieve the truth in law. Therefore, the justice of court decisions is determined by their compliance with the requirements of legality, reasonableness and motivation.
 It is established that an argument is a statement containing premises and a conclusion, not all of which are expressed in real arguments. In legal argumentation, evidence is an auxiliary tool of argument.
 In practical discourse, in order to achieve the criteria of rationality and correctness, there is often a need to apply special knowledge, the bearers of which are experts. Opinions of experts provided within the limits of the examination appointed by the court are sources of evidence.
 Evidence must be proper, admissible, reliable, sufficient. That is why forensic experts involved in the judicial process must possess the skills of argumentation and oral communication, be professional, authoritative, and their conclusions substantiated and impartial. That is, the rules of legal discourse and the principles of legal argumentation necessarily apply to the judicial expert, who appears as one of the subjects of argumentation.
 It was found that domestic courts do not always trust the conclusions provided by experts. The results of a psychophysiological diagnosis of a person using a polygraph do not provide advantages in proof, but «are taken into account, along with other evidence».
 Involvement of experts in the legal process does not always provide grounds to include the conclusions they provide in the evidence base, let alone consider them as real arguments. There is a need for legislative regulation of the issue of the possibility of the participation of a polygraph specialist in the legal process.
 The evidence practice was outlined and the role of expert witnesses in Italy was clarified. Thus, in Italian civil proceedings there are two types of experts: the judicial technical expert appointed by the judge (CTU) and the expert appointed by the parties (CTP). The expert should not have any interests related to the proceedings. The appointed expert must agree to his own appointment and can reject it only for valid reasons assessed by the judge.

Implementation Of The Science Learning Model To Improving Students’ Scientific Argumentation Skills: A Review

Argumentation ability is one of the main goals of learning science because students who study science must know scientific explanations about natural phenomena, use them to solve problems and be able to understand other findings they get. This study is a Literature Review article which aims to identify the most effective learning models to improve students' scientific argumentation skills in science learning. A search of the literature study articles obtained twenty-five articles that met the inclusion criteria and were relevant for review. The results of the literature study show that one of the most effective learning models in improving students' scientific argumentation skills in science isArgument Driven Inquiry with approachsocio scientif issues. The highest score range is 80-90 based on the research results contained in the 10 articles that have been analyzed. While the lowest range is in the 40-50 range found in 1 article that has been analyzed.

The Improving evidence-based argumentation on socioscientific issues through problem-based learning in science students

In the scientific education, improving the argumentation skills in socioscientific issues was very important to educate young people as an active society. The aim of this research was to evaluate the implementation impact of problem based learning to the students skils of evidence based argumentation of socioscientific issues.Total of 21 students of Grade XII MIPA of senior high school at surakarta city were used as the sample in the learning process with biotechnology topic. The times taken for the learning activity were 4 week with 4 times of class meeting every week. Pre-test and post-test were applied to 21 students in order to measure of students skills in constructing the argument of socioscientific issues. . The differences between pre-test and post-test scores for each aspects of evidence-based argument, in sequence, are as follows: 61,11 and 92,06 for claims; 30,16 and 84,13 for evidence; and 28,97 and 78,17 for connection claim to evidence. Statistically test for Wilcoxon rank test score for evidence based argument resulted p-value (0,00) which was < 0,05. This means that score of evidence based argument was improved significantly. In the case of qualitative data used, observation during learning process, learning transcipt, result of students works within learning activity as well as interview activity showed that PBL learning had improved the skill of evidence-based argument of science students.

Argumentation-Based Learning and P4C Approach: A Seventh-Grade Study on Socio-Scientific Issues

This study examined the effectiveness of argumentation-based learning and P4C (Philosophy for Children) approach in teaching socio-scientific issues to seventh-grade students. A total of 23 students were involved in the study, where science lessons were conducted using documents developed with argumentation-based learning activities. The study lasted for one academic year. Qualitative data were collected through individual interviews with students in the experimental group at the end of the academic year, and the data were analyzed using thematic analysis. The results of the study indicated that the combination of P4C and an argumentation-based learning approach was effective in developing students' argumentation, evidence-based thinking, and decision-making skills. The themes that emerged from the data included improved critical thinking skills, increased interest and motivation, and greater awareness of the complexity of socio-scientific issues. These findings align with previous research on the benefits of argumentation-based learning.The study highlights the importance of incorporating P4C and argumentation-based learning approaches in science education to enhance students' critical thinking skills and prepare them to make informed decisions in real-world contexts. By engaging students in philosophical discussions and encouraging them to construct arguments based on evidence, educators can empower students to think critically, analyze complex issues, and develop a deeper understanding of socio-scientific topics. These skills are vital for fostering active and informed citizens who can tackle societal challenges with thoughtful consideration and rational decision-making.

Concept Map Instructional Techniques in the Deciding Stage - Project Based Learning on Students' Argumentation Skills

Argumentation is an assessment that identifies HOTs through collaborative learning activities. Learning that supports collaboration through project design is found in project-based learning at the deciding stage. Decisions in planning investigations tend to be less than optimal and the presentation of data at the deciding stage is incomplete so that it is optimized using the instructional concept map technique. The use of concept maps as an instructional technique guides students to find and relate concepts logically so as to stimulate argumentation skills because it explores critical thinking skills through activities of organizing, categorizing, analyzing, and reasoning. The research aims to analyze differences in students' argumentation skills from the use of concept map instructional techniques at the deciding stage – project-based learning. The research design was quasi-experimental. Determination of the sample using cluster random sampling of 70 students who are determined based on the paired F test. The research instrument consisted of an expert concept map and a matter of argumentation. Data on students' argumentation skills were obtained from an assessment that was arranged according to the argumentation component according to Toulmin (2003) is evidence, warrants, backing, qualifier, rebuttal, and claim a total of 11 questions. The data analysis technique used the t-test. The results of the hypothesis test show that the significance value is 0.001 (<0.05), so there are differences in students' argumentation skills from the use of the instructional concept map technique in the deciding – project-based learning stage. The argumentation skills of the students in the experimental class were better than the control class in argumentation components is evidence, rebuttal, and claim. The concept map instructional technique has aspects that can improve students' argumentation skill scores because it helps students focus on finding and connecting concepts based on evidence and data as a result of investigations

Development of Student Worksheets on the Inquiry-Flipped Classroom Model on Addictive and Addictive Substance Material to Improve Student's Argumentation Abilities

This study aims to develop worksheets by following the syntax of the inquiry-flipped classroom learning model to improve argumentation skills on addictive and addictive substances, using the ADDIE development model (analysis, design, development, implementation, and evaluation). Research data was obtained by distributing questionnaires to validation design and material experts, teachers, and student responses. The results of this study were that the first percentage was 80% (valid) and the second validation was 92% (very valid), the first stage learning design validation was 87.5% (valid), and the second validation was 93.75% (very valid). Limited trials were carried out on teachers and students. They obtained practical criteria with a percentage of 90% and student responses of 84.68%, so it is feasible to use in learning. The developed student’s worksheet can improve students' argumentation skills at level 1 by 13%, level 2 by 16%, level 3 by 25%, level 4 by 28%, and level 5 by 19%.

THE TYPOLOGY OF TASKS OF THE ALL-RUSSIAN SOCIAL SCIENCE OLYMPIAD FOR SCHOOLCHILDREN BASED ON THE REQUIRED CRITICAL THINKING SKILLS

This article presents the typology of assignments of the All-Russian Social Science Olympiad for schoolchildren. The sample includes the tasks for the graduating classes, which were used at the regional and final stages of the Olympiad from 2009 to 2021. The analysis of task types was based on the skills described in the expert consensus report on critical thinking (The Delphi Report). The results of the analysis showed the importance of using critical thinking skills at different stages of the Olympiad. In conclusion, the author of the article presents a new type – a “logical and statistical” task – and its distinctive characteristics. It is argued that this typology of tasks and its connection with the skills of critical thinking emphasises the importance of developing critical thinking in preparation © Кахраман Гокмен, 2023 152 Научное мнение № 7–8 (2023) for the olympiads. This in turn will develop methods for designing tasks and more effective work with them in the future. Keywords: school olympiads, critical thinking, social sciences, gifted children, typology of tasks, argumentation skills