Article
Education & Educational Research
Silvia F. Rivas, Carlos Saiz
Summary: This study proposes a training system to improve critical thinking skills in university students. The new approach called DIAPROVE focuses on diagnostic, prognostic, and verification procedures. The results show that the training program significantly improves critical thinking skills.
THINKING SKILLS AND CREATIVITY
(2023)
Article
Psychology, Experimental
Anthony Lantian, Virginie Bagneux, Sylvain Delouvee, Nicolas Gauvrit
Summary: The studies found a negative correlation between critical thinking ability and belief in conspiracy theories, indicating that conspiracy believers have less developed critical thinking ability. No significant relationship was found between self-reported critical thinking ability and conspiracy belief. Therefore, developing critical thinking may help reduce belief in conspiracy theories.
APPLIED COGNITIVE PSYCHOLOGY
(2021)
Article
Management
Mikko Ketokivi, Saku Mantere
Summary: This article discusses the challenge of justifying generalized theoretical conclusions from specific empirical analysis, attributing it to an incomplete understanding of argument structure. By applying Toulmin's argument structure model, the importance of theoretical, inferential, procedural, and contextual warrants in empirical management research is highlighted. The article emphasizes the crucial role of making warrants and their backings explicit in understanding argument structure and justifying claims.
JOURNAL OF OPERATIONS MANAGEMENT
(2021)
Article
Computer Science, Artificial Intelligence
Ofer Arieli, Jesse Heyninck
Summary: Simple contrapositive assumption-based argumentation frameworks provide a robust approach to reasoning with arguments and counter-arguments. This paper extends these frameworks with priorities and introduces new results concerning Dung's semantics.
INTERNATIONAL JOURNAL OF APPROXIMATE REASONING
(2021)
Article
Education & Educational Research
Deanna Kuhn, Daniel Lerman
Summary: The article discusses the importance of students' peer-to-peer argumentation in science classrooms, emphasizing the coordination of evidence with claims in arguments and the interpretational challenges posed by different forms of evidence. It also suggests that cognitive limitations of individual students may constrain the effectiveness of classroom discourse, and discusses addressing this challenge by fostering students' mastery of different types of evidence.
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
(2021)
Article
Computer Science, Artificial Intelligence
Ofer Arieli, AnneMarie Borg, Christian Strasser
Summary: This paper provides a comprehensive study of logical argumentation frameworks in modeling non-monotonic reasoning. It characterizes their semantics and inference relations and identifies well-behaved formal argumentative models. The study considers rationality postulates and presents a classification of argumentation frameworks based on the types of attacks they implement.
ARTIFICIAL INTELLIGENCE
(2023)
Article
Computer Science, Artificial Intelligence
Wolfgang Dvorak, Alexander Gressler, Anna Rapberger, Stefan Woltran
Summary: Claim-augmented argumentation frameworks (CAFs) provide a formal basis for analyzing conclusion-oriented problems in argumentation by associating a claim to each argument. Different interpretations of arguments in terms of their claims can lead to different outcomes and computational complexities.
ARTIFICIAL INTELLIGENCE
(2023)
Article
Computer Science, Artificial Intelligence
Anthony Hunter, Nico Potyka
Summary: Evidence from studies, such as in science or medicine, often corresponds to conditional probability statements. However, there is a lack of a systematic formalism in computational argumentation for representing and reasoning with such statements. This study addresses this issue by providing a formalization of conditional probabilistic argumentation using probabilistic conditional logic, offering different insights into evidence and a transparent way of handling uncertainty.
ARTIFICIAL INTELLIGENCE
(2023)
Review
Education & Educational Research
Catherine O'Reilly, Ann Devitt, Noirin Hayes
Summary: Critical thinking is an essential 21st century skill that has significant implications for young children's development. This paper presents a systematic literature review of 25 empirical studies focusing on teaching for thinking in early years services. The findings highlight the importance of reasoning skills and problem solving as key characteristics of critical thinking in young children, and suggest effective teaching strategies such as classroom interactions, thinking language, and story-based approaches.
THINKING SKILLS AND CREATIVITY
(2022)
Article
Education & Educational Research
Vegard Havre Paulsen, Stein Dankert Kolst
Summary: The growing emphasis on critical thinking education has raised the need to identify specific challenges students face in their thinking process. This study reveals that some students exhibit strong inductive logic, but their reasoning may still be flawed due to incorrect premises. Additionally, confusion between observation and inference was also observed among some students.
THINKING SKILLS AND CREATIVITY
(2022)
Article
Education & Educational Research
Tuba Demircioglu, Memet Karakus, Sedat Ucar
Summary: The study demonstrates that augmented reality-based argumentation activities can enhance students' critical thinking skills and argumentation in teaching astronomy content.
SCIENCE & EDUCATION
(2023)
Article
Education & Educational Research
E. Michael Nussbaum
Summary: Collaborative argumentation in education is crucial for students to construct and critique arguments, as well as develop conceptual understanding. The article discusses the evolution of research agenda on collaborative argumentation, introducing the Critical, Integrative Argumentation (CIA) framework and addressing various related issues.
EDUCATIONAL PSYCHOLOGIST
(2021)
Article
Psychology, Multidisciplinary
Biljana Gjoneska
Summary: The article explores the relationship between the tendency to believe in conspiracy theories and cognitive styles (analytic thinking, critical thinking, scientific reasoning). Analytic thinking is well-studied in relation to conspiratorial beliefs, while evidence on critical thinking has only started to emerge recently, and scientific reasoning is the least studied of the three cognitive styles in this context.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Education & Educational Research
Deanna Kuhn, Anahid S. Modrek
Summary: Traditional schooling focuses more on learning and practicing procedures rather than on identifying what a situation calls for. College students often perform poorly when asked to choose appropriate numerical data to support their causal claims. Choosing evidence as an important metacognitive intellectual skill and educational objective extends beyond scientific and mathematical reasoning, and warrants greater attention.
SCIENCE & EDUCATION
(2022)
Article
Psychology, Multidisciplinary
Osman Yasar, Jose Maliekal, Peter Veronesi, Leigh Little, Michael Meise, Ibrahim H. Yeter
Summary: The concept of teaching experts' habits of mind to beginners has inspired educators and researchers globally. Computational thinking (CT) and scientific thinking (ST) have received much attention, but there are challenges in teaching them at different levels. Narrowing down CT and ST to core cognitive competencies and introducing them early on can be effective. Neuroscientists suggest that thinking is linked to information storage/retrieval in the brain. Retrieval practices have been shown to improve knowledge retention, inductive reasoning, and deductive reasoning. A study on teacher professional development found that retrieval practices enhance CT and ST skills. The study involved training secondary school teachers who conducted classroom action research and showed positive impacts on teaching and learning STEM and CT concepts.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Psychology, Multidisciplinary
Alexandra List, Hye Yeon Lee, Hongcui Du, Gala S. Campos Oaxaca, Bailing Lyu, A. Lilyan Falcon, Chang -Jen Lin
Summary: Across two studies, the role of bias in preservice teachers' selection of educational applications was examined. The results showed that preservice teachers were somewhat effective at discounting reviews demonstrating source bias but were less effective at considering content bias. Additionally, they did not differentiate between different types of commercially biased reviews. The implications for supporting preservice teachers and all students to reason about forms of bias are discussed.
COMPUTERS IN HUMAN BEHAVIOR
(2022)
Article
Education & Educational Research
Bailing Lyu, Matthew T. McCrudden, Catherine Bohn-Gettler
Summary: In educational settings, providing students with task instructions can help them create goals for reading and develop a plan to meet these goals. The current experiment investigated the effects of purpose instructions and strategy-focused instructions on cognitive processes during reading and learning from a single text.
READING AND WRITING
(2023)