Construction Of Arguments Research Articles

THE USE OF ROBOTIC MODELS IN THE LABORATORY PRACTICE

This article discusses the benefits of using virtual and physical models / layouts. It is believed that the active use of models / layouts in the initial process of students and, consequently, a large amount of practice is something to strive for, because it corresponds to the development of modern technologies, which affect the education system . Models / models can be used during laboratory or practical classes to more effectively practice the knowledge and skills acquired in the learning process. The article also presents constructive arguments about the usefulness, expediency and effectiveness of the introduction of such methods in the educational process of students in terms of creative development, development of logic and others. Computer tools such as the Arduino IDE program, which is used to generate code in C \ C ++, and VirtualBreadboard, a user-friendly environment for emulating electronic components and systems, compatible with the Arduino IDE and a number of other programs. 4 variants of models of different complexity were developed for use in the classroom as a basis for laboratory work, created using the Arduino IDE and VirtualBreadboard programs. Developed and created a robotic layout based on the Arduino board. The layout has a distance sensor, line sensors and an LED display function system. It can also be programmed and modified to use the acquired knowledge, skills and study the relationship between program code, microprocessor and executive components. It is believed that the experience of combining physical and computer modeling has a good effect on mastering the theory, as in practice you can see the result of certain actions, understand the patterns and draw analogy.

A Model Proposal to Address Relationships Between Epistemic Practices and Socioscientific Issues in Science Education

In this paper, we present a model that relates epistemic practices and socio-scientific issues (SSI) in science education. In order to develop it, we establish interweavings between norms, practices, epistemic objectives, epistemic cognition, informal reasoning, epistemic practices and justified positioning. We suggest that epistemic cognition is the link between reasoning and epistemic practices. We present three epistemic goals that should guide work with epistemic practices when solving a SSI: recognising and using multiple lines of reasoning when solving the SSI, construction and evaluation of holistic arguments aiming to understand the multiple dimensions of the SSI and the development of sceptical investigations to resolve the SSI. The stated objectives contribute to the critical assessment and resolution of the SSI. We believe that for the construction of social norms in teaching environments with SSI, it should be considered that these questions do not require a “single” answer and, therefore, a space for reflection, awareness and justification of the different perspectives on the question must be allowed. The relationships established in this article contribute to research that aims to develop and analyse epistemic practices “in situ” in teaching contexts with SSI. In addition, they have the potential to provide support to teachers who wish to favour the occurrence of epistemic practices in a SSI approach.

複数の証拠を利用するアーギュメント構成能力の育成：小学校第5学年「電流がつくる磁力」の事例

本研究の目的は，複数の証拠として，適切かつ十分な証拠を利用するアーギュメント構成能力を育成する上で，McNeill and Krajcik（2011）の教授方略を援用してデザインした授業の有効性について，小学校第5学年の単元「電流がつくる磁力」を事例として明らかにすることである。山本・稲垣ら（2013）は，同学年の単元「物の溶け方」を事例として，教授方略を援用した授業をデザインし，その有効性を明らかにしている。本研究は，異なる単元においても教授方略を援用した授業が適切かつ十分な証拠を利用するアーギュメント構成能力を育成する上で有効なのかを新たに検証するものである。アーギュメント構成能力を評価するために，第5学年の2クラスの児童計65名を対象に，既習内容に関するアーギュメント課題を単元前後に実施した。課題の回答を分析した結果，児童は，主張に関連する科学的な証拠のみを利用する適切性の点において，アーギュメント構成能力が向上したことが明らかになった。また，量的，質的なものを含めた多様な証拠を利用する十分性の点においては，部分的ではあるが，アーギュメント構成能力が向上したことが明らかになった。しかしながら，同時に，証拠の十分性の一部についてはさほど向上しなかったことも見出された。その理由を探るために，証拠の選択率を補足的に分析したところ，実験結果の意味を類推しなければならない「間接的な証拠」を選択することが必ずしもできていないことがわかった。以上の結果を総合的に考察することで，McNeill and Krajcik（2011）の教授方略を援用してデザインした授業は，単元「電流がつくる磁力」においても，適切かつ十分な証拠を利用するアーギュメント構成能力を育成する上で有効であると結論づけることができた。併せて，教授方略を援用してデザインした授業は，「単元内におけるアーギュメントの複数回指導」と「間接的な証拠利用の促進」という点で改善の余地があると考えられる。

Elephantine Trespasses

Abstract This article identifies two examples of constructive theological argumentation in recent religion-historical research: specifically, research on the Yahwism of a Persian-period island called Elephantine. These examples are significant because the task of history of religions is to offer critical (re)description of the contents of religion and not to make positive recommendations for current-day god-talk or ethics. In addition to setting out these disciplinary stakes, the article suggests that the location of these trespasses is also of interest: the historical subdiscipline that studies Elephantine, by virtue of its propinquity to the Bible proper, draws theological cachet from the Bible, while its smaller infrastructure relative to academic biblical studies makes room for more editorializing. Lastly, the article answers each theological proposal in kind, with brief theological counterarguments made, not obliquely and paracanonically, but directly from canonical biblical texts. In this way, the article advocates for maintaining the integrity of each discipline: descriptive history of religions and constructive theologizing.

‘WAR AS REMEDY OR POISON’: READING THE BLIND MAN'S GARDEN AND THE KITE RUNNER WITH A CRITICAL LENS OF MBEMBE’S NECROPOLITICS

Purpose of the Study: This study emphasizes the contribution of fiction in highlighting the American exercise of power around the world predominantly Pakistan and Afghanistan. It investigates how America has become a dictating body deciding the life and death of human beings mainly in South Asian developing countries.
 Methodology: Being Qualitative, this study uses Eaglestone’s (2000) close reading technique to analyze words and structure of the texts of Khalid Hosseini's The Kite Runner and Nadeem Aslam Khan’s The Blind Man’s Garden. It develops a descriptive thesis leading to construct arguments by drawing a theoretical framework from Mbembe’s necropolitics (2003). Mbembe took his inspiration from Foucault’s idea of bio-power. Modern narrative discourse on sovereignty and its relation to war is taken as the main subject of necropolitics. Mbembe’s idea of sovereignty as an exercise to get control of the mortality of the enemy helps to interpret the texts via the close reading method.
 Main Findings: This study evaluated two novels to assert that necropolitics by taking its four basic concepts, power, war, politics, and death was the actual controlling power of a country. It analyzed fictional characters to argue how individuals endured hardships because of the necropolitical exercise of America and Russia in Afghanistan. Mbembe’s conception of necropolitics helps in understanding fiction.
 Applications of this study: The present study has significant implications from both theoretical and interpretative perspectives. Necropolitics, originally a political notion is reworked in fiction, which asserts that using this concept, power relations, their roots, and exercise around the world can be explored in various fields. This study contributes to dismantling the latent necropolitics in the society represented in fiction. It elevates the social and political consciousness of the general public of South Asia, particularly Pakistan and Afghanistan. This study can be helpful in the field of psychology to popularize the notion of necropolitics in contemporary society.
 Novelty/Originality of this study: Comparatively a new field, Necropolitics has been discussed in the fields of medical sciences and education. This study significantly highlights its existence in the field of literary studies. Fiction as a direct reflection of society helps in deconstructing the prevailing exercise of necropolitics in South Asian society. It is also helpful in raising the social and political consciousness of South Asian people.

The History of for example and for instance as Markers of Exemplification, Selection and Argumentation (1600-1999)

This article analyses the use of the example markers for example and for instance in exemplifying, selective and argumentative constructions. Of these three uses, exemplification—twofold sequences with a first general unit or hyperonym and a second more specific item or hyponym—has received recurrent attention in the literature, whereas selection—constructions where the first element is omitted—and argumentation—the use of example markers to connect whole chunks of discourse—have long been ignored. The present study, using data from ARCHER 3.2, shows that the three uses have coexisted since at least the second half of the seventeenth century and that argumentation prevails in both British and American English. Moreover, example markers are very productive in certain genres, such as science, sermons and advertising. Additionally, even though the primary function of example markers is to introduce their scope domain, they have developed different pragmatic values that bring them closer to the category of discourse markers. Thus, for example, their use as mitigators makes them an optimal tool for smoothing interaction and hence reducing the risk of offending our interlocutor.

What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

The important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

Epistemic constructions in L2 Norwegian: a usage-based longitudinal study of formulaic and productive patterns

ABSTRACTThis paper addresses the development of epistemic verb–argument constructions in L2 Norwegian in four learners from a usage-based perspective. Usage-based theories hold that language learning is a gradual process of schematization. Recent research has pointed out that adult L2 learning may start out from both lexically specific and productive patterns, but also that formulaic language and semi-fixed patterns can persist for a long time in an L2. The aim of the present study is to trace how the schematization process unfolds in dense longitudinal data collected from learners in their second semester of intense Norwegian language studies, and to explore the interaction between formulaic and productive patterns in this period of language learning. The analyses show that the learners in general employ a limited repertoire of epistemic verbs, mainlytro‘think’ andvite‘know’. The level of productivity oftroandviteconstructions varies across the learners: while one learner shows increasingly productive use of constructions with both verbs, other learners rely on semi-fixed construction patterns. A general conclusion is thus that formulaic and semi-fixed patterns are not restricted to initial phases of L2 learning and should be an object of attention at all levels of L2 competence.

Emotional Tension as a Frame for Argumentation and Decision-Making: Vegetarian vs. Omnivorous Diets.

Argumentative discourse has a complexity that is not entirely captured by purely structural analyses. In arguments about socio-scientific issues (SSI), a range of dimensions, besides scientific knowledge, including values, ethical concerns, cultural habits, or emotions, are mobilized. The relationship between argumentation and emotions is now drawing attention of researchers. Our focus is on the dynamic interactions among emotions and scientific evidence. We draw from Plantin, who proposed that emotions are mobilized as argumentative resources alongside knowledge. The goal of our study is to examine in which ways emotional tension frames the construction of arguments about vegetarian vs. omnivorous diets (ODs) with a group of four preservice teachers. The results suggest that the interactions between the group emotional tension and the evaluation of evidence drive a change toward a decision that would be emotionally acceptable for all participants. Participants attended to the epistemic dimension, weighing evidence, and values about the choices, but the emotional framing took priority. We suggest that the analysis of this emotive framing may be a fruitful approach for sophisticated studies of argumentation beyond structural issues.

Articulaciones, representaciones y estrategias de la movilización contra la interrupción voluntaria del embarazo en Argentina (2018-2020)

In Argentina, conservative movements got together against legal abortion. Despite their differences, these groups agree on what they have called defense of two lives as well as on the need to massively reject the bill. From a qualitative approach, focused on three descriptive axes (territorial extension and networks; national question and ways of organization and argumentative construction), this work analyzes the strategies chosen by these groups, their articulation into Unidad Provida (Pro-life Union) and the social representations they share and are determined to keep.

Instrumental or intrinsic? Human rights alignment in intergovernmental organizations

Why do states’ human rights records converge with co-members in intergovernmental organizations (IGOs)? This study provides new insights on whether interactions in IGOs have the capacity to genuinely transform state preferences or whether norm diffusion is a consequence of instrumental processes. We leverage information about the timing of human rights alignment to disentangle intrinsic from instrumental motives. We hypothesize that instrumental motives find expression in pre-membership alignment and reversions to original normative standards after IGO exits. Intrinsic motives lead to gradual alignment during IGO membership and result in stable normative changes beyond IGO exits. Using varying-slopes, varying intercepts models, we investigate the distance on human rights indices between individual states and IGO means. While we find evidence for systematic convergence during IGO membership, no significant changes occur before and after IGO membership. Testing alignment of different physical integrity rights, we find no evidence for instrumental shifts to clandestine repression during IGO membership. Overall, the results suggest that norm alignment in IGOs is at least not exclusively instrumentally motivated. Our findings support constructivist arguments on state interests and suggest that IGOs are capable of transforming states’ human rights related preferences.

Facilitating critical consciousness and advocacy through a textbook case study

Unaffordable textbooks highlight neoliberal regimes in higher education, whereby privatization and profit undermine student success. The cost of textbooks has risen more than 1,000% since 1977 (Popken, B. 2015, Aug. 6. College textbook prices have risen 1,041 percent since 1977. NBC News. https://www.nbcnews.com/feature/freshman-year/college-textbook-prices-have-risen-812-percent-1978-n399926), outranking inflation in other sectors, and “students are suffering because they cannot afford to purchase their textbooks” (Stark, G. 2018. Library, student government hoping for solution to expensive book prices. Daily Toreador. http://www.dailytoreador.com/news/library-student-government-hoping-for-solution-to-expensive-book-prices/article_490647b8-36d1-11e8-a857-9325559e8187.html). Public speaking offers avenues for students to advocate for themselves and communities critically. Because students experience the material fallout of neoliberal cultural regimes, including unaffordable textbooks, we believe that critical public speaking practices can “afford students the opportunity to ready, write, and learn from a position of agency” (Giroux, H. A. 2020. On critical pedagogy. Bloomsbury Publishing, p. 178). This unit-specific activity uses a textbook case study that foregrounds critical consciousness and advocacy skills in students by focusing on persuasive argument construction aimed at audience-centered values. Courses Public Speaking, Persuasion, Advanced Public Speaking. Learning goals By the end of this activity, students should be able to: (1) analyze audience values and beliefs; (2) craft a persuasive advocacy based on research and experience; and (3) interrogate neoliberal educational norms as sites of potential advocacies.

Right-wing immigration narratives in Spain: A study of persuasion on Instagram Stories

Ephemeral media has become a staple of today’s social media ecology. This study advances the first exploratory analysis of Instagram Stories as a format for political communication. Through an initial content analysis of 832 stories in three verified Vox accounts and a secondary content and discourse analysis of 114 stories, we delve into the strategies used by right-wing party Vox in Spain to portray immigration as an issue for ideological positioning. The findings shed light onto the ways in which the representation of migrants is employed as an instrument for anti-migratory policy support, through the construction of a very specific profile of a migrant in terms of age and gender and the exclusion of significant migrant populations from the argument. Moreover, the party employs the content creation functionalities of Instagram Stories to construct arguments and storylines where diverse information sources converge, effectively bypassing traditional media and reaching their supporter base directly.

THE AMENDMENT TO THE LAW REFORM (MARRIAGE AND DIVORCE) ACT 1976: RECONCILING THE IRRECONCILABLE

This article examines the ramifications of the recent amendment to the Law Reform (Marriage and Divorce) Act 1976 (Act 164) in protecting the wellbeing of the family relationship involving interfaith marriage and other legal issues governing non-Muslim families. The amendment witnessed substantial reforms to section 51 of Act 164 pertaining to the divorce on the ground of conversion, increasing the age limit for child maintenance and adopting more flexible principles in dividing matrimonial assets. However, the focus will be on the impact of the amendment to section 51 of Act 164 due to its significant in changing the landscape of legal arguments pertaining to jurisdiction of the court in dealing with the subject matter in dispute, ranging from the divorce and other intense arguments pertaining to maintenance of wife, child custody and religious status of children. The study adopts qualitative study in elucidating relevant documents that comprised of statutory laws, articles in legal journals and decided cases where arguments leading to the need for the reform of those affected issues were well addressed. Certain aspects of Islamic jurisprudence will be referred to and analysed in searching for authoritative and practical legal arguments within the existing legal framework. Harmonisation of law is adopted whenever applicable when dealing with the resolution of conflict of laws. It is hoped that this study will provide constructive argument and invaluable source of reference for the Malaysian civil court in disposing of interfaith family disputes when the law is fully enforced.

A rule-based argumentation framework for distributed contextual reasoning in dynamic environments

In this study, we tackled the problem of distributed reasoning in environments in which agents may have incomplete and inconsistent knowledge. Conflicts between agents are resolved through defeasible argumentation-based semantics with a preference function. Support for dynamic environments, where agents constantly enter and leave the system, was achieved by means of rules whose premises can be held by arbitrary agents. Moreover, we presented a formalism that enables agents to share information about their current situation or focus when issuing queries to other agents. This is necessary in environments where agents have a partial view of the world and must be able to cooperate with one another to reach conclusions. Hence, we presented the formalization of a multi-agent system and the argument construction and semantics that define its reasoning approach. Using example scenarios, we demonstrated that our system enables the modeling of a broader range of scenarios than related work.

Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study

Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote learning and dissemination of knowledge. Independent thinking and questioning are rarely encouraged. This article reports on a pilot study aimed at training teachers in one school in mainland China to use P4C to promote thinking skills. Six year 7 classes (age 12–13) and their teachers were randomly assigned to receive P4C training (n = 90 pupils) or to a control group (n = 88). The intervention ran for 4 weeks. The study found that teachers appreciated the P4C methods but were concerned about using the method in their regular curriculum. An impact evaluation shows that students who were taught P4C experienced a small improvement in thinking skills, measured using a composite of validated critical thinking tests.

Modeling in science and scientific literacy in the early years: a review study

This work aims to recognize the research done about the theme Modeling in Science - SC and Scientific Literacy - SC in the early years, as well as to understand how practices of Modeling in Science contribute to the development of SC in the early years of Basic Education. To contribute to our study, we conducted a qualitative bibliographic research and searched the Brazilian Digital Library of Theses and Dissertations made available by the Brazilian Institute of Information in Science and Technology (IBICT) for research in the form of theses and dissertations. We selected 13 studies for analysis in the period from 2010 to 2020. The researches are analyzed through the procedures of Content Analysis, which allowed to highlight the word "model" linked to the notion of representation and "modeling" as a means to qualify the processes of teaching and learning. In relation to CA, this is understood as a process by which we use scientific information to read, understand, and transform the environment in which we are inserted. In addition, the modeling process allows for the development of skills that carry with them indicators of CA, namely: problem formulation; information search; interpretation of graphs, tables, and illustrations; communication of results; and construction of arguments to solve the problem. However, for the interweaving of MC and CA to be present in the classroom, it is necessary to promote the experience of both processes in teacher education.

Process Modeling, Identification Methods, and Control Schemes for Nonlinear Physical Systems – A Comprehensive Review

AbstractA state‐of‐the‐art review on various identification schemes proposed for the Hammerstein, Wiener, and Volterra systems is presented with respect to the special problems arising in the identification of unknown nonlinear systems. Past and recent developments in the field of nonlinear system identification, parameter estimation, and nonlinear control schemes along with the nonlinearity issues are also deeply investigated. A comprehensive analysis on various parameter estimation approaches and nonlinear control laws are made adding credit to the noteworthy contributions, constructive arguments, and remarkable breakthroughs of researchers in various research fields. The application of most popular nonlinear control strategies for many nonlinear systems in the existing literature are presented spotlighting their merits and major shortcomings. The challenges faced in the nonlinear control field and their emergences to future directions are projected.

Exploring Pre-University Students’ Construction of Reasoned Argumentation during Computer - Supported Collaborative Discussions Using Sequential Analysis

The prominent role of reasoning skills in predicting academic outcomes is clearly evident over the years in that its inculcation in various face-to-face learning contexts has become progressively dominant, including in the collaborative learning (CL) settings. The pandemic crisis, however, challenged traditional learning approaches to shift to an online mode overnight resulting in dramatic changes of learning delivery whereby teaching is undertaken remotely and on digital platforms. Though impact of CL-based approaches in promoting reasoning skills have been well-documented over the years, a systematic analysis of learners’ behavioural patterns of argumentation and reasoning in a virtual collaborative learning environment is yet to be concretely established. The current study therefore sought to investigate the development of reasoned argumentation skills among pre- university students with mixed language abilities, using open-ending short stories via a computer-supported collaborative learning (CSCL) environment. Adopting the case study research design by applying a mixed-methods approach through both descriptive and sequential analyses, 12 pre-university students from a public research university served as participants of this study. The results show that language ability has a strong predictive factor on reasoned argumentation skills and there is an established tendency of the participants to produce constructive arguments over defensive or challenging viewpoints to alternative ideas. This calls for future studies to further investigate predictive factors of this tendency and to further ascertain the predictive role of language-rich discussions in facilitating various higher order thinking skills among learners.

A STUDY OF TENSE SHIFT AS A RESOURCE FOR IDENTITY CONSTRUCTION

This study focuses on tense variation as linguistic features of narrative performance using Schiffrin’s (1981) theory of tense variation supported by Labov’s (1972) and Ochs and Cap’s (2001) frameworks of narrative structure. It shows that historical present also performs evaluative function and appears in restricted clauses in progressive aspect indicating the overlap on time between two actions. Shifts into narrative past tense also perform an evaluative function and appears in contexts narrating unexpected event within the complication. Generic and nominalising actions are used to express negative evaluation of an opponent based on an earlier premise. These findings can bring new insights into the way politicians construct arguments in self and other presentation since nominalising negative actions implies comparing the self to an external other. This is achieved in association with stance taking and evaluative commentaries provided by politicians as strategies of positive self and negative other presentation. The study provides a detailed analysis of the linguistic features stated earlier in relation to identity construction and self-presentation exemplifying the use of HP