Critical Thinking Map

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Perhaps as a result of the relatively recent advancements in AM software, little research has been conducted to test its effects on learning.

However, the little research that has examined AM’s effects on CT has revealed beneficial effects (Alvarez-Ortiz, 2007; Butchart et al., 2009; Dwyer, Hogan & Stewart, 2011; Dwyer, Hogan & Stewart, 2012; van Gelder, 2001; van Gelder, Bissett & Cumming, 2004).

For example, an argument that provides a (1) support for a (2) support for a (3) support for a (4) claim has four levels in its hierarchical structure. with three or more argument levels beneath a central claim) are difficult to represent in text due to its linear nature; and yet it is essential that these complex argument structures are understood by a student if their goal is to analyze and evaluate the argument, to infer their own conclusions.

The hierarchical nature of AM allows the reader to choose and follow a specific branch of the argument in which each individual proposition is integrated with other relevant propositions in terms of their inferential relationship.

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For further information, including about cookie settings, please read our Cookie Policy .Chandler & Sweller, 1991; Pollock, Chandler & Sweller, 2002; Tindall-Ford, Chandler & Sweller, 1997). In addition, if the reader of a concept map is not familiar with the information from the text that the map is derived, then the map itself becomes meaningless. , they differ substantially from AM based on the manner in which they are organized and the way in which each ‘proposition’ is presented. The problem with many concept mapping techniques is that they do not present an argument per se. The promotion of critical thinking skills through argument mapping. Finally, the third potential reason for why AM has a beneficial effect on CT is that AMs present information in a hierarchical manner, which also facilitates the organization of information for promoting CT. When arguing from a central claim, one may present any number of argument levels which need to be adequately represented for the argument to be properly conveyed. Neither sentences nor any inferential structures to facilitate comprehension are requisite. The evaluation of argument mapping as a learning tool. In this context, concept mapping strategies may not necessarily be useful pedagogical aids that are open to analysis by everyone. To learn more or modify/prevent the use of cookies, see our Cookie Policy and Privacy Policy.As you may have figured out from the focus of my ongoing blog, my book and my previous research, critical thinking (CT) is my specialty area of research.

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