29,102 research outputs found

    Abstract Argumentation and Explanation Applied to Scientific Debates

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    Abstract argumentation has been shown to be a powerful tool within many fields such as artificial intelligence, logic and legal reasoning. In this paper we enhance Dung's well-known abstract argumentation framework with explanatory capabilities. We show that an explanatory argumentation framework (EAF) obtained in this way is a useful tool for the modeling of scientific debates. On the one hand, EAFs allow for the representation of explanatory and justificatory arguments constituting rivaling scientific views. On the other hand, different procedures for selecting arguments, corresponding to different methodological and epistemic requirements of theory evaluation, can be formulated in view of our framework

    Analytic frameworks for assessing dialogic argumentation in online learning environments

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    Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

    From 'scientific revolution' to 'unscientific revolution': an analysis of approaches to the history of generative linguistics

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    This paper is devoted to the challenge that generative linguistics poses for linguistic historiography. As a first step, it presents a systematic overview of 19 approaches to the history of generative linguistics. Second, it analyzes the approaches overviewed by asking and answering the following questions: (a) To what extent and how are the views at issue biased? (b) What central topics do the approaches discuss, how successfully do they tackle them, and how do the various standpoints converge and diverge? (c) How do the approaches relate to general trends in the philosophy and history of science? The concluding step summarizes our findings with respect to Chomsky’s impact on linguistic historiography

    Scaffolding School Pupils’ Scientific Argumentation with Evidence-Based Dialogue Maps

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    This chapter reports pilot work investigating the potential of Evidence-based Dialogue Mapping to scaffold young teenagers’ scientific argumentation. Our research objective is to better understand pupils’ usage of dialogue maps created in Compendium to write scientific ex-planations. The participants were 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. Through qualitative analysis of three case studies, we investigate the value of dialogue mapping as a mediating tool in the scientific reasoning process during a set of learning activities. These activities were published in an online learning envi-ronment to foster collaborative learning. Pupils mapped their discussions in pairs, shared maps via the online forum and in plenary discussions, and wrote essays based on their dialogue maps. This study draws on these multiple data sources: pupils’ maps in Compendium, writings in science and reflective comments about the uses of mapping for writing. Our analysis highlights the diversity of ways, both successful and unsuccessful, in which dialogue mapping was used by these young teenagers

    Data, problems, heuristics and results in cognitive metaphor research

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    Cognitive metaphor research is characterised by the diversity of rival theories. Starting from this observation, the paper focuses on the problem of how the unity and diversity of cognitive theories of metaphor can be accounted for. The first part of the paper outlines a suitable metascientific approach which emerges as a modification of B. von Eckardt’s notion of research framework. In the second part, by the help of this approach, some aspects of the sophisticated relationship between Lakoff and Johnson’s, Glucksberg’s, and Gentner’s theories are discussed. The main finding is that the data, the problems, the heuristics and the hypotheses which have been partly shaped by the rivals contribute to the development of the particular theories to a considerable extent

    Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation

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    This pilot study focuses on the potential of Evidence-based Dialogue Mapping as a participatory action research tool to investigate young teenagers’ scientific argumentation. Evidence-based Dialogue Mapping is a technique for representing graphically an argumentative dialogue through Questions, Ideas, Pros, Cons and Data. Our research objective is to better understand the usage of Compendium, a Dialogue Mapping software tool, as both (1) a learning strategy to scaffold school pupils’ argumentation and (2) as a method to investigate the quality of their argumentative essays. The participants were a science teacher-researcher, a knowledge mapping researcher and 20 pupils, 12-13 years old, in a summer science course for “gifted and talented” children in the UK. This study draws on multiple data sources: discussion forum, science teacher-researcher’s and pupils’ Dialogue Maps, pupil essays, and reflective comments about the uses of mapping for writing. Through qualitative analysis of two case studies, we examine the role of Evidence-based Dialogue Maps as a mediating tool in scientific reasoning: as conceptual bridges for linking and making knowledge intelligible; as support for the linearisation task of generating a coherent document outline; as a reflective aid to rethinking reasoning in response to teacher feedback; and as a visual language for making arguments tangible via cartographic conventions
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