Argument Quality Research Articles

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this need through the application of an instructional model that promises to improve the ability of SWDs to write scientific arguments. We approach this work in multiple ways. First, we clarify our target group, students with high incidence disabilities (learning disability, ADHD, and students with speech and language impairments), and discuss common cognitive challenges they experience. We then explore the role of argumentation in science, review research on both experts’ (scientists’) and novices’ (students’) argument writing and highlight successful cognitive strategies for teaching argument writing with neurotypical learners. We further discuss SWDs’ general writing challenges and how researchers have improved their abilities to comprehend and evaluate scientific information and improve their domain-general writing. Cognitive apprenticeships appear advantageous for teaching SWDs science content and how to write scientific arguments, as this form of instruction begins with problem solving tasks that connect literacy (e.g., reading, writing, argumentation discourse) with epistemic reasoning in a given domain. We illustrate the potential of such apprenticeships by analyzing the conceptual quality of arguments written by three SWDs who participated in a larger quantitative study in which they and others showed improvement in the structure of their arguments. We end with suggestions for further research to expand the use of cognitive apprenticeships.

LEARNING RESPIRATORY SYSTEM THROUGH MULTIPLE REPRESENTATION: CHALLENGE TO ENHANCE REASONING SKILL

This study examines the impact of implementing multiple representation method in responding to the challenge of learning science specifically in relation to enhancing students’ reasoning skill. Pre-experimental method was applied to obtain research data from participants consisted of 8th grader students at a private junior high school in Bandung, Indonesia. The effect on reasoning skill was studied from students’ arguments in answering question related to respiratory system. The arguments were then analyzed by the completeness of argument component, level of argument, and quality of argument referring to Toulmin’s argumentation pattern (TAP). The findings show that students experienced significant improvement in reasoning skill expressed in their arguments. The improvement was evident in the higher argument level and better argument quality achieved by students after the implementation of multiple representation method. In relation to quality of argument, the overall quality of argument shifted from the domination of weak arguments to the domination of strong arguments. Additionally, the use of multiple representation in learning assists students to be able to use various forms of information such as graphics, visual images, tables, scientific formula, and written expression in explaining concepts.

Professional development in classroom discussion to improve argumentation: Teacher and student outcomes

The purpose of this study was to examine the effects of a year-long professional development program in classroom discussion designed to improve students' argumentation skills in language arts classes. Twenty-six fifth-grade teachers and their 471 students at two research sites participated: 14 teachers in the experimental condition, who received the professional development, and 12 teachers in the comparison condition. Results showed that the professional development led to statistically significant improvements in the quality of teachers' facilitation and student argumentation during discussions, and in students' performance on individual argumentative reading and writing tasks following the discussions, at the end of the year. Findings suggest that the professional development for teachers resulted in strengthened student abilities to connect positions with relevant reasons and evidence, and that argumentation skills acquired in the discussions may have transferred to students’ individual argumentation, at least for reading outcomes.

The dual effect of digital communication reinforcement drivers on purchase intention in the social commerce environment

The paper draws on the theory of planned behavior (TPB) to investigate the dual effect of digital communication reinforcement drivers: positive (i.e., interactivity, argument quality, hedonic motivation, and perceived enjoyment online) and negative (i.e., intrusive concerns and privacy concerns) on purchase intention. This paper also examines the mediation effect of perceived usefulness and the moderation effect of habit. Using a time-lag approach, 490 responses were collected from Pakistan’s social media users and then analyzed using SmartPLS v.3.2.8. Findings showed that interactivity, argument quality, and privacy concerns significantly affected purchase intention. Furthermore, perceived usefulness was partially mediated, and habit was discovered to be a significant moderator in liking perceived usefulness with enjoyment online and purchase intention. This paper advances TPB understanding and develops an integrated model for businesses to better understand customer physiology on social commerce platforms through effective contributions in theory and practice.

How does electronic word of mouth on Instagram affect travel behaviour in Indonesia: A perspective of the information adoption model

Today, electronic word-of-mouth (eWOM) is considered one of tourism businesses’ most effective forms of communication. Using eWOM on social media as an alternative decision aid can benefit consumers. This study examines the information adoption model to determine how consumers adopt eWOM on Instagram, and the subsequent influence on their travel behaviour. This study identifies the need for information as a predictor of information usefulness, converted to adoption and visit intentions. To test the research hypotheses, 263 respondents who had visited destinations based on eWOM recommendations on Instagram participated in the experiment. The data were analysed using a structural equation modelling approach using Smart-PLS 3.0. The findings indicate that the need for information is the most significant factor affecting the usefulness of the information. Furthermore, source credibility and argument quality are critical factors in enhancing the information’s usefulness. Thus, this study has significantly contributed to the theory by adding the need of information to predict visit intentions in the IAM model. Consumers are more likely to adopt high-quality information and convert it into a visit intention. This study provides practical guidelines for tourism managers who wish to utilise social media platforms (e.g., Instagram) as marketing communication tools to encourage eWOM about their destinations.

Quality of Student Scientific Argumentation Through the Application of Problem-Based Learning With Flipped Classroom Approach

This research is quantitative research with a descriptive method that aims to analyze and compare the quality of students' scientific arguments in experimental class 1 which is applied by the PBL model through Flipped Classroom approach with experimental class 2 which applies the PBL model only. Instruments to measure students' scientific argumentation skills are essay questions. The quality of the students' arguments was analyzed based on the completeness of the components and the strength of the arguments. Analysis of the completeness of students' argumentation components aims to determine the level of students' argumentation which consists of 5 levels. The strength of the students' arguments was analyzed and categorized into three categories, namely weak, moderately strong, and strong. The results showed that students' scientific argumentation skills based on the completeness of the argument components in both classes experienced a significant increase. Most of the students in both classes have level 3 argumentation skills, meaning that students can make claims accompanied by complete supporting grounds. Based on the analysis of students' argument strength, experimental class 1 showed better argument quality than experimental class 2 where the percentage of students with strong argument strength in experimental class 1 was higher. Therefore, it can be concluded that the application of PBL with Flipped Classroom approach can improve the quality of students' scientific arguments

Profil Kemampuan Argumentasi Lisan Berbasis Socioscientific Issues Mahasiswa Pendidikan IPA pada Mata Kuliah Mikrobiologi

This study aims to determine the profile of students' oral argumentation skills based on Socioscientific Issues in the Microbiology course. This type of research is a descriptive study in order to obtain an overview of the quality of oral arguments of sixth semester students. The sampling technique used was purposive sampling, totaling 37 students of science class 2017. The instruments used were audio recordings and anecdotal notes. The assessment of the quality of students' oral arguments is based on the Toulmin's Argumentation Pattern (TAP) pattern which consists of claim, data, warrant, backing, and rebuttal elements. The results showed that science students had the quality of oral argumentation which was still at level 1 where student arguments only consist of simple claims with opposing claims obtaining a percentage of 12%,, level 2 had a percentage rate of 88% while level 3%, level 4% and level 5% of 0% means scientific argumentation ability science students are still relatively low. This finding will be the basis for researchers to evaluate the learning program that has been applied in the Microbiology course and become the basis for further research related to learning strategies in improving the oral argumentation skills of prospective science teachers.

Persuasive Benefits of Self-Generated Arguments: Moderation and Mechanism

We aimed to derive a more systematic understanding of the persuasive advantages of self- versus other-generated arguments. Through three initial data collections ( Ntotal = 492) and another two large preregistered studies ( Ns = 528 and 496), we found that when people experienced a low level of difficulty (measured or manipulated) generating the arguments, self-generated arguments were more persuasive than other-generated arguments. However, when people experienced a high level of difficulty (measured or manipulated), the typical self-persuasion advantage was reduced significantly. Factor analyses identified perceptions of argument quality as a plausible and replicated mediator of the persuasive advantage of self-generated over other-generated arguments.

Student argumentation skills’ analysis on the discussion of socio-scientific issues in the concept of viruses

<span>This study aimed to analyze the argumentation skills of students in learning through discussion of socio-scientific issues with the concept of viruses. This research is descriptive which describes the quality of oral and written arguments. The research was conducted in class of X MIPA at SMAN Jakarta. There were 34 students involved in this study. The method of analysis to determine the pattern of arguments used is the Toulmin Analysis. The analysis of collaborative oral arguments in class used Erduran's analysis framework. Meanwhile, the quality of individual written argumentation was Dawson and Venville's analysis. The results showed that the quality of students' oral arguments reached level 5. This means that students have been able to make a claim accompanied by a warrant and rebuttal quite well. The quality of the students' written arguments reaches levels 2 and 3. This means that students' arguments consist of arguments in the form of claims (claims) accompanied by guarantors of claims (warrants) and evidence (data) and rebuttals that are still weak.. The augmentation process verbally and collaboratively in class has reached the highest level, but individually and in writing it is still at a moderate level.</span>

Factors affecting rumor spreading of social network sites

The emergence of social network sites (e.g. Facebook, Twitter, and YouTube etc.) has been playing an important role for modern people’s lives. The social network sites provide users online maintaining and expanding interpersonal space and opportunities. Many social network sites have been a platform to share the news and information with friends and family. The social network sites facilitate the information flow through user’s friend circle, so various information spreads quickly and so does rumor. This study adopts the theoretical perspective of an Elaboration Likelihood Model to identify the informative and normative factors that influence the credibility judgment of online rumors in social network sites context. Based on the 335 valid samples from the online questionnaire, statistical testing of research models using partial least squares. The results of this study are similar to the ELM claim that argument quality and source credibility have significant effects on rumor credibility. This indicates that rumor spreading of SNSs is based not only on the argument quality, but also on the source credibility. Moreover, compared with argument quality, the source credibility has a stronger impact on rumor credibility. This means that the degree to which the user needs source credibility plays a major key role to decide the rumor credibility. The study also suggests the possible importance of argument quality and source credibility of rumor. Specifically, we identified three components of argument quality and four components of source credibility.

Investigating the credibility of online travel reviews adoption in trip planning intention among Indian travellers

Travelers evaluate online travel reviews usage through their argument quality and credibility of the source. As a result, travel marketers such as hoteliers, destination marketers and travel agency websites managers should set up mechanisms to assess tourists' concern to avoid unfavorable experience from social media reviews. Accordingly, this study aims to develop a scale and validate the modified Information Adoption Model (IAM) in the tourism context, while studying the impact of online review usefulness on its adoption. Secondly, the mediation role of travelers' attitude toward online reviews between review usefulness and its adoption is determined. Further, the credibility of online travel review adoption on the behavioral intentions of travelers has been assessed. This paper adapts the modified IAM given by Abedi et al. (2019) to develop scale and provide a comprehensive model in the tourism context. The study used 284 travelers who use online travel reviews from social media for their trip planning to evaluate the proposed model through SmartPLS software. The results show that online travel review usefulness significantly affects online travel review adoption. Secondly, the relationship between online review usefulness and its adoption is fully mediated by the mediating variable (attitude towards online travel reviews). Hence, this empirical paper intends to add to the research on online travel review adoption by travelers for their trip planning, considering the forwarding of information as one of the behavioral intentions along with purchase intentions, which depicts the novelty of this paper.

Measuring university students' ability to recognize argument structures and fallacies.

Argumentation is crucial for all academic disciplines. Nevertheless, a lack of argumentation skills among students is evident. Two core aspects of argumentation are the recognition of argument structures (e.g., backing up claims with premises, according to the Toulmin model) and the recognition of fallacies. As both aspects may be related to content knowledge, students studying different subjects might exhibit different argumentation skills depending on whether the content is drawn from their own or from a foreign subject. Therefore, we developed an instrument to measure the recognition of both argument structures and fallacies among the groups of preservice teachers and business economics students in both their respective domains (pedagogy and economics), and a neutral domain (sustainability). For the recognition of fallacies, we distinguished between congruent and incongruent fallacies. In congruent fallacies, the two aspects of argument quality, i.e., deductive validity and inductive strength, provide converging evidence against high argument quality. In incongruent fallacies, these two aspects diverge. Based on dual process theories, we expected to observe differences in the recognition of congruent and incongruent fallacies. We investigated whether these two abilities are domain-specific and whether the recognition of fallacies depends on the congruence of two aspects of argument quality. 267 preservice teachers and 56 business economics students participated in the study. For the recognition of argument structures, participants assigned the five statements constituting one argument to the corresponding component according to the Toulmin model. For the recognition of fallacies, we created arguments and incorporated a common fallacy into some of them: formal fallacy, overgeneralization, irrelevance, or circularity. Participants rated whether the argument was cogent or not, which was followed by a brief justification. Domain specificity could not be found for either of both abilities. For the recognition of fallacies, two dimensions were found: a congruent dimension (formal fallacies and overgeneralizations) and an incongruent dimension (irrelevance and circularity). The instrument measures the recognition of both argument structures and fallacies in these two groups across domains. The recognition of fallacies differs depending on whether the deductive validity and the inductive strength of the argument are equally indicative of argument quality or not.

A STUDY ON FACTORS INFLUENCING LIVE STREAMING SHOPPING AMONG GENERATION Z IN IPOH, PERAK

Live Streams have been one of the latest marketing strategies to hit the e-commerce industry in recent years. Many companies want in on it, but it is not as easy as talking in front of a live broadcast. Thus, this paper aims to study the level of live streaming shoppers among Generation Z in Ipoh, Perak and factors that influence live streaming shoppers' purchase intention. Factors that were investigated consist of perceived popularity, interactivity, source attractiveness, and argument quality. A total of 202Generation Z in Ipoh has been selected by purposive sampling. The data were analysed using descriptive analysis while the hypothesis was tested using T-test and Pearson correlation test. The results point to positive relations between three of the IVs and the purchase intention of consumers, which are Information Gratification, Attractiveness and Expertise; all except for Entertainment Gratification and Trustworthiness. Plausible justifications on Generation Z's perception and attitude towards entertainment gratification and Trustworthiness affecting purchase intention have been discoursed.

Effect of user-generated image on review helpfulness: Perspectives from object detection

Many e-commerce platforms encourage users to upload user-generated images when posting reviews, while it is still not clear what aspects in images are considered helpful by consumers. The purpose of this study is to empirically explore the effects of argument quality of images on review helpfulness, and how the effects are different across different product types. Inspired by the information adoption theory, this work measured the four important aspects (adequacy, accuracy, consistency, and relevance) for the quality of user-generated images by applying the object detection deep-learning methods. Based on the dataset from JD.com, our empirical results showed the effects of these aspects on review helpfulness across different product types. We found that accuracy and relevance of images positively affect review helpfulness on both product types. Surprisingly, consistency between images and text prompts review helpfulness for search products, while the effect is negative for experience products. Implications are also discussed.

The Quality of Argumentation in an Euclidean Geometry Context: A Case Study

The research reported in this study examined the quality of argumentation of South African Grade 11 learners through the lens of Toulmin’s argument pattern (TAP). Very little research has quantified the argumentation of learners in mathematics across the school grades. The focus was on measuring the mathematical knowledge and quality of arguments formulated by learners as they engage in a reasoning task set in a Euclidean geometry investigative context. Mathematics education reform efforts have highlighted the importance of argumentation in the acquisition of mathematical knowledge. To describe these participants’ quality of arguments, a sample of 135 Grade 11 learners was drawn from a target population of high schools located in one large South African province. Using an analytical framework modified from Osborne et al. (2004), the findings suggested that although learners’ knowledge of properties of parallel lines was encouragingly satisfactory, the level of their argumentation quality was low. The implication of this finding is that mathematics initial teacher education programs need to design investigations that feature the TAP (core) in their courses. It is recommended that future studies may need to design intervention strategies to address high school learners’ lack of argumentation skills.

ОСТЕНСИВНОЕ И ЭМФАТИЧЕСКОЕ: ТЫНЯНОВ В КАНВЕ ДЕРРИДА

The critical method developed by Jacques Derrida requires a new attitude to ostensiveness: it is understood not as a quality of argument, but as a way of arranging heterogeneous utterances by placing human beings before their own history. This allows us to overcome the inconsistencies in our conception of how humans construct their own and others’ histories, and how the means of speech always lag this constituting. The article argues that Russian formalism, which demonstrates numerous parallels with Husserl’s phenomenology, preceded Derrida’s project of building a non-contradictory theory of ostensibility. Tynyanov, with his interest in biographies, theater and the visual properties of the written text, through a series of complex arguments and an overcoming the unspoken in the usual concepts of expressiveness was able to create an idea of man, who is both a producer and a consumer of art, a character of emphatic statements, which reveals the extensive potential of culture. The contradictions and shortcomings in metaphors and schemes, through which Tynyanov describes the art of past eras, are surmounted in his own literary work, which transfers the antinomy of subject and story from the realm of supposition into the realm of ostensive acceptance. Taking into account these particular ideas helps us to clarify the concept of time as part of Tynyanov’s study of visual techniques in the poetic text and the fluctuating characteristics of linguistic meaning.

On Numerical Arguments in Policymaking

The use of numerical arguments has become part and parcel of evidence-based policymaking, serving increasingly as scientific evidence which is used to back up policy decisions and to convince citizens of the acceptability of those decisions. But numerical arguments and their quality and potential persuasive role in the specific institutional context of policymaking have received little treatment within argumentation theory. This paper endeavours to explain the forms, functions, and quality of numerical arguments in policymaking.

Having qualified arguments: Promoting Pre-service teachers’ critical thinking through deliberate computer-assisted argument mapping practices

This study aims to investigate whether deliberate computer-assisted argument mapping practices are effective for promoting pre-service teachers' critical thinking and helping them make better arguments over time within a fourteen-week online undergraduate course. A design-based study nested within a factorial repeated measures design with a single group of pre-service teachers is conducted to fulfill this aim. Thirty-eight junior pre-service teachers, enrolled in an early childhood education department at a middle-sized university in Turkey, were recruited for the study. The primary data collection tool in this study was argument maps generated by pre-service teachers on various pedagogical and authentic cases by using an online free tool. Assessing critical thinking and the quality of argument maps, two different types of rubrics (holistic vs analytic) that appear to have the face and construct validity were located. Experimental evidence supports statistically significant progress in pre-service teachers’ critical thinking scores after engaging in deliberate computer-assisted argument mapping practices regularly as homework assignments. There is also sufficient evidence to suggest a moderate relationship between critical thinking and argument quality. The study advances our knowledge of engaging in deliberate computer assisted practices to be an appropriate course of action for promoting critical thinking by helping pre-service teachers diagram qualified arguments. It is apparent in this study the success of the use of a computer assisted argument mapping tool for promoting CT depends on to what extend students are engaged in constructing better argument maps with each round of practice and scaffold.

Epistemological and writing beliefs in a first-year college writing course: Exploring shifts across a semester and relationships with argument quality

This study's purpose was to analyze 164 first-year students who had previously participated in another study. Attended a writing course on their rhetorical writing skills and epistemological viewpoints. At the start and conclusion of the semester, students had to complete epistemological and writing belief scales. The argumentative writing assignment that was due after the semester was also gathered. In a sixteen-week semester, correlational studies demonstrated a significant link between students' writing perspectives and their epistemological beliefs. The findings of the research revealed that the students' epistemic viewpoints on how quickly they may learn new information and the particular knowledge they already had experienced considerable change over the semester. In addition, during the semester, the student's perspectives on writing constantly evolved. as a final product, its role in resolving disputes changed considerably. The calibre of the rhetorical writing students creates intimately related to their beliefs about writing. The study examines the students' writing philosophies and contrasts them with their writing abilities.

Comprehending Multiple Controversial Texts about Childhood Vaccinations: Topic Beliefs and Integration Instructions

This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader’s mental representation of multiple texts. College students’ beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of integrating across the texts, while those in the control condition read for comprehension. Participants completed a vocabulary assessment then post-reading essays, which were scored for the quality of argumentation and organization. Results indicated that those who were instructed to integrate, held accurate beliefs about vaccines, and demonstrated higher vocabulary knowledge tended to write more organized essays. Participants with inaccurate beliefs about vaccines produced essays that were more incoherent and polarized, even when asked to integrate texts. Although prompting readers to integrate might generally contribute to a more organized mental representation, a more robust intervention may be needed when misconceptions are present.