![]() ![]() Dual-coding theory (Paivio, 1971 1986), Mayer’s (1997) conceptualisation and empirical analysis of multimedia learning, as well as Sweller and colleagues’ research on cognitive load (Sweller, 2010) suggest that learning can be enhanced and cognitive load decreased by the presentation of information in a visual-verbal dual-modality, provided that both visual and verbal forms of representation are adequately integrated (i.e. The rationale for why AM has a beneficial effect on CT consists of reasoning pertaining to the former’s diagrammatic, dual-coding nature, Gestalt grouping principles and hierarchical organization.įirst, unlike standard text, AMs represent arguments through dual modalities (visual-spatial/diagrammatic and verbal/propositional), thus facilitating the latent information processing capacity of individual learners. 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). ![]() Perhaps as a result of the relatively recent advancements in AM software, little research has been conducted to test its effects on learning. With the advent of various user-friendly AM software programs, the time required to construct an AM has been substantially reduced. In this context, concept mapping strategies may not necessarily be useful pedagogical aids that are open to analysis by everyone.Īlthough AMs have been in existence for almost 200 years (Buckingham-Shum, 2003 see Whately, 1826), their construction was a slow, tedious task completed through pen and paper and thus, not widely used as a learning tool, despite potential advantages over standard prose as a medium for presenting reasoning. Neither sentences nor any inferential structures to facilitate comprehension are requisite. 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. Chandler & Sweller, 1991 Pollock, Chandler & Sweller, 2002 Tindall-Ford, Chandler & Sweller, 1997). Thus, because the text of the argument and the diagram may often be separate entities, concept mapping may become more cognitively demanding by adding the necessity of switching attention from text to diagram and vice versa (e.g. Instead, they present a graphical structure that acts as a representation of a separate text, which might be used to diagram: the links among concepts, decision-making schemes, a set of plans or instructions, or at best, act as an argument overview – which does not represent the argument in full. The problem with many concept mapping techniques is that they do not present an argument per se. Notably, though other forms of argument diagramming exist, such as concept mapping and mind-mapping, they differ substantially from AM based on the manner in which they are organized and the way in which each ‘proposition’ is presented. Given these observed benefits, I think it worthwhile to share a little bit about AM here and the rationale for why it works, especially for those who wish to enhance their own or even others’ CT. As part of my Ph.D., three large-scale experimental studies were conducted with the main results indicating that argument mapping (AM) can significantly facilitate memory performance beyond that of more traditional study methods and that the provision of AM-infused CT training can significantly enhance CT performance (Dwyer, 2011). the central claim, reasons, objections, and rebuttals) and the ‘arrows’ among propositions indicate the inferential relationships linking the propositions together (Dwyer, 2011 van Gelder, 2002). To clarify, an argument map is a visual representation of a logically structured network of reasoning, in which the argument is made unambiguous and explicit via a ‘box and arrow’ design, in which the boxes represent propositions (i.e. research-rather, it was The Evaluation of Argument Mapping as a Learning Tool that is, argument mapping’s effects on a series of educational outcomes, including memory and CT. However, perhaps something that I don’t mention enough within this blog is that CT wasn’t the primary focus of my Ph.D. 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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