Argument Complexity: Teaching Undergraduates to Make Better Arguments

Autor/inn/en	Kelly, Matthew A.; West, Robert L.
Titel	Argument Complexity: Teaching Undergraduates to Make Better Arguments
Quelle	In: Psychology Teaching Review, 23 (2017) 2, S.20-31 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Undergraduate Students; Teaching Methods; Persuasive Discourse; Difficulty Level; Abstract Reasoning; Measures (Individuals); Evaluative Thinking; Writing Instruction; Scaffolding (Teaching Technique); Decision Making; Writing Skills; Skill Development; Essays; Writing Assignments + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Schwierigkeitsgrad; Abstraktes Denken; Denken; Messdaten; Schreibunterricht; Decision-making; Entscheidungsfindung; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Essay; Aufsatzunterricht
Abstract	The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory. Argument Complexity classifies arguments based on acknowledgement and consideration of conflicting evidence or conflicting frameworks for judging the issue, use of frameworks for evaluating evidence, and use of meta-frameworks for evaluating frameworks. We discuss how the Argument Complexity Scale can be used to teach undergraduate students to reason and write like academics by providing the scaffolding for forming complex argumentation. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01