Argument Evaluation in Education

Session Submission Type: Symposium

Abstract

This symposium explores psychological/instructional issues related to teaching students to evaluate arguments, and philosophic issues related to how researchers should evaluate the quality of students’ arguments. The various presentations address argumentation is multiple subject domains, including science and social studies. The presentations include a conceptual overview of the argument evaluation problem and prior attempts to address it, including the Toulmin model and the argument-counterargument integration framework (Nussbaum); an analysis of argument evaluation strategies used by middle-school science students (Chinn); an analysis of the development of metastrategic knowledge and argument/counterargument critique skills among middle schoolers (Shaenfield & Zimmer); and a study on the cognitive load demands of weighing arguments/counterarguments versus addressing counterarguments with creative solutions (Shehab & Nussbaum). Instructional implications are discussed.

Sub Unit

• Division C - Learning and Instruction / Section 6b: Cognitive, Social, and Motivational Processes

Chair

• Michael Nussbaum, University of Nevada - Las Vegas

Papers

• Argument-Counterargument Integration and Other Frameworks for Evaluating Arguments - Michael Nussbaum, University of Nevada - Las Vegas

• Standards for Evaluating Evidence in Arguments - Clark A. Chinn, Rutgers University

• The Relationship Between Collaborative Discourse And Developing Dialogic Argumentation Skills - David Shaenfield, Teachers College, Columbia University; Nicole Zillmer, Teachers College, Columbia University

• Cognitive Load of Critical Thinking Strategies - Hanem Moawad Shehab, University of Nevada - Las Vegas; Michael Nussbaum, University of Nevada - Las Vegas

Discussant

• Douglas B. Clark, Vanderbilt University