12 found
Order:
See also
Maralee Harrell
University of California, San Diego
  1. Argument Diagramming and Critical Thinking in Introductory Philosophy.Maralee Harrell - 2011 - Higher Education Research and Development 30 (3):371-385.
    In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of the students completed pre- and posttests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. The results were that among the different (...)
    Download  
     
    Export citation  
     
    Bookmark   13 citations  
  2. 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.
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  3. Using Argument Diagramming Software in the Classroom.Maralee Harrell - 2005 - Teaching Philosophy 28 (2):163-177.
    Many undergraduates, philosophy majors included, read philosophical texts similar to the way they read stories. One method for teaching students how to discern the argumentative structure of a philosophy text is through argument diagrams (text boxes used to represent claims with arrows and lines used to represent connections between these claims). This paper provides criteria for an ideal argument diagramming software and then reviews the strengths and weaknesses of such software currently available, e.g. Araucaria, Argutect, Athena Standard, Inspiration, and Reason!Able.
    Download  
     
    Export citation  
     
    Bookmark   9 citations  
  4. On the Possibility of Feminist Philosophy of Physics.Maralee Harrell - 2016 - In Meta-Philosophical Reflection on Feminist Philosophies of Science. New York, NY, USA: pp. 15-34.
    The dynamic nature of physics cannot be captured through an exclusive focus on the static mathematical formulations of physical theories. Instead, we can more fruitfully think of physics as a set of distinctively social, cognitive, and theoretical/methodological practices. An emphasis on practice has been one of the most notable aspects of the recent “naturalistic turn” in general philosophy of science, in no small part due to the arguments of many feminist philosophers of science. A major project of feminist philosophy of (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  5. Diagrams That Really Are Worth Ten Thousand Words: Using Argument Diagrams to Teach Critical Thinking Skills.Maralee Harrell - 2006 - Proceedings of the 28th Annual Conference of the Cognitive Science Society 28.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard critical thinking courses could provide substantial (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  6. Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy.Maralee Harrell - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the first semester, and five in the second; in each semester students in some lectures were taught the material using argument diagrams as a tool to aid understanding (...)
    Download  
     
    Export citation  
     
    Bookmark   2 citations  
  7. Building Arguments Together or Alone? Using Learning Analytics to Study the Collaborative Construction of Argument Diagrams.Irene-Angelica Chounta, Bruce M. McClaren & Maralee Harrell - 2017 - In Brian K. Smith, Marcela Borge, Emma Mercier & Kyu Yon Lim (eds.), Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017. Philadelphia, PA, USA: pp. 589-592.
    Research has shown that the construction of visual representations may have a positive effect on cognitive skills, including argumentation. In this paper we present a study on learning argumentation through computer-supported argument diagramming. We specifically focus on whether students, when provided with an argument-diagramming tool, create better diagrams, are more motivated, and learn more when working with other students or on their own. We use learning analytics to evaluate a variety of student activities: pre and post questionnaires to explore motivational (...)
    Download  
     
    Export citation  
     
    Bookmark  
  8. Developing Engineering Students’ Moral Reasoning Skills Using Problem-Based Learning.Maralee Harrell - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:123-143.
    Problem-Based Learning has become an increasingly popular instructional method for a variety of disciplines at all levels. Many studies and meta-analyses of these studies have shown the efficacy of this method for developing knowledge and skills. I adopted this method for teaching Engineering Ethics at Carnegie Mellon University, which has as its main course objectives the development of moral reasoning skills, as well as collaboration and communication skills, with special attention given to ethical dilemmas that may arise in the normal (...)
    Download  
     
    Export citation  
     
    Bookmark  
  9. Grading According to a Rubric.Maralee Harrell - 2005 - Teaching Philosophy 28 (1):3-15.
    Drawing on the work of Linda Farmer, this article describes a detailed grading grid coupled with a rubric designed for the purpose of assessing argumentative papers. The rubric consists of two main parts: Content and Style. Relying upon Bloom’s taxonomy of learning, the “Content” part of the rubric assesses a student’s understanding of the material, the argument of their paper, and various abilities concerning analysis, synthesis, evaluation, and creation. The “Style” part of the rubric is split into two parts: Clarity (...)
    Download  
     
    Export citation  
     
    Bookmark  
  10. Improving First-Year Writing Using Argument Diagramming.Maralee Harrell & Danielle Wetzel - 2016 - In Martin Davies, Rob Barnett & Bob Ennis (eds.), Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether learning to construct visual representations of argument structure enhanced the acquisition and development of argumentative writing skills within the context of first-year college writing course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard first-year composition courses (...)
    Download  
     
    Export citation  
     
    Bookmark   1 citation  
  11. Understanding, evaluating, and producing arguments: Training is necessary for reasoning skills.Maralee Harrell - 2011 - Behavioral and Brain Sciences 34 (2):80-81.
    This commentary suggests that the general population has much less reasoning skill than is claimed by Mercier & Sperber (M&S). In particular, many studies suggest that the skills of understanding, evaluating, and producing arguments are generally poor in the population of people who have not had specific training.
    Download  
     
    Export citation  
     
    Bookmark  
  12. Confirmation and chaos.Maralee Harrell & Clark Glymour - 2002 - Philosophy of Science 69 (2):256-265.
    Recently, Rueger and Sharp (1996) and Koperski (1998) have been concerned to show that certain procedural accounts of model confirmation are compromised by non‐linear dynamics. We suggest that the issues raised are better approached by considering whether chaotic data analysis methods allow for reliable inference from data. We provide a framework and an example of this approach.
    Download  
     
    Export citation  
     
    Bookmark