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  1. Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies (ed.), Palgrave Handbook of Critical Thinking in Higher Education. New York, NY, USA: pp. 213-232.
    The importance of teaching critical thinking skills at the college level cannot be overemphasized. Teaching a subcategory of these skills—argument analysis—we believe is especially important for first-year students with their college careers, as well as their lives, ahead of them. The struggle, however, is how to effectively teach argument analysis skills that will serve students in a broad range of disciplines.
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  • Conceptualizing and Supporting Awareness of Collaborative Argumentation.Maria Fysaraki - 2018 - Dissertation, LMU München
    In this thesis, we introduce “Argueware”. This is a concept for an instructional group awareness tool which aims at supporting social interactions in co-located computer-supported collaborative argumentation settings. Argueware is designed to support the social interactions in the content and in the relational space of co-located collaborative argumentation. The support for social interactions in the content space of collaboration is facilitated with the use of collaborative scripts for argumentation as well with the use of an argument mapping tool. The support (...)
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  • Using Computer-Assisted Argument Mapping to Teach Reasoning to Students.Martin Davies, Ashley Barnett & Tim van Gelder - 2021 - In J. Anthony Blair (ed.), Studies in Critical Thinking (2nd Edition). Windsor, ON, Canada: Windsor Studies in Argumentation. pp. 115-152.
    Argument mapping is a way of diagramming the logical structure of an argument to explicitly and concisely represent reasoning. The use of argument mapping in critical thinking instruction has increased dramatically in recent decades. This paper overviews the innovation and provides a procedural approach for new teaches wanting to use argument mapping in the classroom. A brief history of argument mapping is provided at the end of this paper.
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  • Computer-Aided Argument Mapping and the Teaching of Critical Thinking (Part 2).Martin Davies - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (3):16-28.
    Part I of this paper outlined the three standard approaches to the teaching of critical thinking: the normative (or philosophical), cognitive psychology, and educational taxonomy approaches. The paper contrasted these with the visualisation approach; in particular, computer-aided argument mapping (CAAM), and presented a detailed account of the CAAM methodology and a theoretical justification for its use. This part develops further support for CAAM. A case is made that CAAM improves critical thinking because it minimises the cognitive burden of prose and (...)
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  • Business Students’ Insights Into Their Development of Ethical Decision-Making.Rosina Mladenovic, Nonna Martinov-Bennie & Amani Bell - 2019 - Journal of Business Ethics 155 (1):275-287.
    Motivated by the call for more research on students’ perceptions of their ethical development in business education programs, this study examines students’ reflections on how their understanding of ethics was challenged and/or changed, and what facilitated the development of ethical decision-making approaches in a first-year accounting course. The results indicate that students developed more sophisticated and contextualised views of ethical issues in business, government and social contexts including the need to consider their impact on various stakeholders. Students attributed this development (...)
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