Using argumentation vee diagrams (AVDs) for promoting argument-counterargument integration in reflective writing.

“Encouraging student questioning has been identified as pivotal in this regard (Chin & Osborne, 2010; Golanics & Nussbaum, 2008; Nussbaum & Edwards, 2011).”

“Having adequate background knowledge of the issue could enhance the quality of collaborative argumentation (Golanics & Nussbaum, 2008).”

“AVDs were developed by Nussbaum (2008b) and further developed by Nussbaum, Winsor, Aqui, and Poliquin (2007) and Nussbaum and Edwards (in press).”

“Argumentation also may enhance the long-term understanding of content (Andriessen, 2006; Nussbaum, 2008a), and argumentation theory provides a framework for understanding collaborative problem solving Ordene V. Edwards is now at the Department of Professional Pedagogy, Lamar University.”

“Intermediate between such direct instruction and the present method are attempts to scaffold the development of argument skill, typically with various kinds of software and graphic organizers designed to help students identify and keep track of argument structure (Andriessen, Baker, & Suthers, 2003; Kollar, Fischer, &…”

“…may involve an individual discourse activity, like argumentative writing (Klein et al. 2019) or graphical representation (Noroozi et al. 2018; Nussbaum 2008), or it may take the form of a social discourse activity in which dialogue partners collaboratively construct, critique, and reconcile…”

“As Nussbaum (2008a) stated, the ability to critically evaluate and combine arguments and counterarguments into an overall final position is an important part of writing argumentative essays. This author distinguished between persuasive and reflective writing. Persuasive writing tends to promote one-sided reasoning in…”

“…problems with stating a clear position (Wolfe, Britt, & Butler, 2009); as well as considering different viewpoints, and especially the inclusion of arguments from other perspectives to overcome what is termed ‘my-side bias’ (Felton, Crowell, & Liu, 2015; Mateos et al., 2018; Nussbaum, 2008).”

“Introduction 近年の教育は、科学に対するリテラシーや理解の促進を目指している 科学的説明の構築もその一つ 科学者は、「与えられた状況において起こりえると予測される観察事象に対して妥当な説 明」を生成する 科学的モデルや理論を形成するとき、説明の妥当性を比較する 特定の議題や複雑な話題において、科学者は、学生にとって妥当とは思えない説明を 生成し、非科学的説明の方が、科学的説明より妥当に見えることもある 妥当性：自動的に起こる認知評価によって、しばしば暗黙のうちに行われる一時的な判断 (Rescher, 1976; Hinze, Slaten, Horton,…”

“Nussbaum (2008) introduced a redesigned graphic organizer known as an argumentation vee diagram (AVD) (Figure 1), and employed it to support argument-counterargument integration.”

“These codes emerged from content analysis (Krippendorff, 2004), with the analysis of both communicative purpose (Barzilai et al., 2015; Nussbaum, 2008) and transformation (Bråten, Britt, Strømsø, & Rouet, 2011) based on theoretical considerations and previously applied categories.”

“This could help to develop students’ critical thinking skills and have long‑term efects on consolidating their learning (Nussbaum, 2008b; Nussbaum & Schraw, 2007).”

“Various forms of graphical knowledge representation, such as argumentative texts, graphs, and diagrams, are useful for maintaining learners’ focus on the relevant aspects of the task, which could broaden and deepen discussion and therefore improve learners’ knowledge (Baker et al. 2007; Suthers 2001; Suthers and Hundh…”

“…Buehl, Alexander, & Murphy, 2002); and (d) justification of knowledge through appeals to authority, personal justification, and the personal 2An AVD is a prewriting tool that is used to identify and evaluate arguments and counterarguments and develop creative rational opinions (Nussbaum, 2008).”

“Featuring a structure similar to an argumentation Vee diagram (Nussbaum, 2008), it provides text boxes for claims, reasons, warrants, and evidence that learners fill in and manipulate to show the pro and con sides of an argument.”

“Nussbaum (2008a) proposed a distinction between persuasive writing, where the goal is to convince another and to “win” an argument (which would be the object in a debate), and reflective writing, in which writers focus on exploring and integrating an issue’s various sides to reach a reasoned…”

“…to be an extremely effective teaching strategy (Murray 1982; Glachan and Light 1982; Alexopoulou and Driver 1996; Baker 1999; Driver et al. 2000; Nussbaum 2008a, b) both for improving students’ critical skills (see Pera and Sahea 1991; Koballa 1992; Osborne 2010) and addressing background…”

“, 2009), is commonly believed to be an idealized form of argumentative dialogue for learning, although some inevitable differences among scholars’ descriptions of deliberative argumentation exist (Asterhan and Schwarz, 2009; Berland & Hammer, 2012; Felton et al., 2009; Mercer, 1996; Nussbaum, 2008).”

“However, when given specific attention through a method based on engagement, practice, and reflection — for an extended period of time (Nussbaum, 2008b) — argumentation skills exhibit significant improvement.”

“…argument skills (Felton, 2004; Garcia Mila, Gilabert, Erduran, & Felton, 2013; Iordanou, 2010, 2013; Iordanou & Constantinou, 2015; Kuhn & Moore, 2015; Kuhn, Hemberger, & Khait, 2014; Kuhn & Udell, 2003; Kuhn & Crowell, 2011; Nussbaum, 2008a, 2008b; Osborne, 2010; Osborne, Erduran, & Simon, 2004).”

“Based on this view, researchers have begun to investigate the role of argumentative discourse in science learning, with a growing body of research that reports on its positive effects (Kelly & Chen, 1999; Kelly & Crawford, 1997; Nussbaum, 2008; Zohar & Nemet, 2002).”

“In the context of argumentation learning, complex tasks typically require deeper cognitive engagement, making them ideal for testing the full potential of dynamic argumentation modeling (Sweller et al. 1998, Nussbaum 2008).”

“They require, on the one hand, organising, selecting, and connecting information from different texts to compose a new original text with specific structure and content (Segev-Miller, 2007; Spivey, 1997) and, on the other hand, integrating arguments and counterarguments (Nussbaum, 2008a).”

“Efforts have concentrated on promoting students’ ability to coordinate claims with reasons and counter-arguments in dialogic argumentation and argumentative essays (Iordanou & Constantinou, 2014; Kuhn & Crowell, 2011; Nussbaum, 2008; Reznitskaya et al., 2007).”

“Many studies have used graphic organizers to improve the writing of struggling students (Nussbaum, 2008; Unzueta & Barbett, 2012; Zakas, Browder, AhlgrimDelzell, & Heafner, 2013).”

“One group of researchers develops their own online tools (i.e., discussion boards) and presents them to the participants during data collection (See for instance; Clark et al. 2009; Nussbaum 2008; Janssen et al. 2007; Reed and Wells 2007; Baker et al. 2007; Kirschner et al. 2003).”

“…about argumentation-based learning in social studies have begun to gain momentum in recent years (Akbaş & Çetin, 2018; Demir & Oğuz-Haçat, 2017; Larson, Britt, & Kurby, 2009; Mirza & Perret-Clermont, 2009; Nussbaum, 2002; 2008; Swartz, 2008; Torun & Şahin, 2016; Wissinger, 2012; Yazıcıoğlu, 2017).”

“Refutation is a low-integration strategy that defends one perspective, by identifying its supporting arguments and considering the arguments supporting the other perspective aswrong, irrelevant o unsatisfactory (Barzilai &Weinstock, 2020; Nussbaum, 2008; Nussbaum&Edwards, 2011).”

“*Correspondence: ruiyang19@mails.jlu.edu.cn School of Foreign Language Education, Jilin University, Qianjin Street, Changchun 130012, China on the main body of argumentation such as claims and counterarguments (Liu, 2020; Liu & Stapleton, 2020; Nussbaum, 2008; Qin & Karabacak, 2010).”

“According to the international literature on argumentation, although there are many benefits of using the ABSL approach in learning environments, the use of this approach has been mostly in the field of science education (Albe, 2007; Cavlazoglu & Stuessy, 2018; Chin & Osborne, 2010; Crowell & Kuhn, 2012; Duschl & Osbo…”

“Running head: EPISTEMOLOGICAL BELIEFS AND ARGUMENTATION 4 Nussbaum (2008) introduced three paths to effective argument-counterargument integration: 1) weighing reasons given by different sides to arrive at a perspective with the strongest reasoning, 2) refuting a weaker side by identifying flawed…”

“Achieving an effective integration of both contributes to the development of critical thinking and to the learning of specific contents with a long-term effect (Nussbaum & Schraw, 2007; Nussbaum, 2008b).”

“Following Nussbaum (2008) this can be done by writing a persuasive or a reflective text.”

“…the interventional teaching ]not only makes a relatively comprehensive contribution to the generation of the number of argumentative elements in writing (Nussbaum, 2002, 2008; Liu& Stapleton, 2020), but also has a positive impact on the diversity of the output of argumentativr elements., In the…”

“The ability of students to argue and think critically in any situation is dependent on the capability of their argument schemas to meet situational demands (Nussbaum, 2008; Walton, 2013).”

“Thus, Nussbaum (2008a) distinguished two goals when elaborating argumentative texts: a persuasive goal, or a reflective goal.”

“This scale has been also validated by several researchers including Patton et al. (1995), Fossati et al. (2001) and Miller (2003) in various instructional contexts.”

“The Argumentation Vee Diagram (Nussbaum, 2008; Nussbaum & Schraw, 2007), another form of GO, has been found to support undergraduate students’ written argumentation; college students who used the GO produced essays with better integration of arguments and counterarguments than those who did not use…”

“…by adapting the items to multiple-source based integrated writing for different academic task purposes (e.g., summary writing in order to learn, cross-text elaboration in order to demonstrate understanding, argumentative writing in order to persuade or reach a balanced conclusion; Nussbaum, 2008).”

“…of information has been found to have positive effects on the integration of arguments and counter-arguments in reasonings on controversial topics (Nussbaum, 2008) and it also has found to have a beneficial impact on the multi-perspectivity of arguments (Uesaka, Igarashi, & Suetsugu, 2016).”

“The last framework underlying several approaches to the assessment of the quality of argumentative texts is argumentation schemes theory (Anthony & Kim, 2015; Macagno & Konstantinidou, 2013; Metaxas, Potari, & Zachariades, 2016; Nussbaum, 2003, 2008).”

“Compared with the AVD model in writing (Nussbaum, 2008), the oral CQs suggested by teachers in this study can help students better construct a complete argument structure, although they cannot further promote in-depth argumentation, especially integrative claims.”

“Diese Form der Argumentation wird als Voraussetzung dafür angesehen, schnell und intelligent auf konstanten Wandel, Probleme und Herausforderungen zu reagieren sowie Innovationen voranzubringen (Nussbaum 2008; Crowell und Kuhn 2014).”

“This is due to the association of refutation with processes still linked to the bias of one-sided reasoning (Mateos et al., 2018 ; Nussbaum, 2008).”

“In the social sciences, Nussbaum (2008) showed that using Vee diagrams helped educational psychology students present multiple perspectives of an issue in reflective writing assignments and Calais (2009) discussed the value of Vee diagrams beyond the hard sciences.”

“In several studies by Nussbaum and colleagues (e.g. Nussbaum, 2008b; Nussbaum & Edwards, 2011; Nussbaum & Schraw, 2007; Nussbaum et al., 2007), the effects of Argumentation Vee Diagrams (AVDs) on the quality of students’ argumentation, critical discussion, and reasoning were investigated.”

“Indeed, people tend to rely on their prior beliefs to evaluate arguments (Macpherson & Stanovich, 2007; Nussbaum, 2008) and construct one-sided representations of a complex topic (Mateos et al., 2018).”

“Nussbaum (2008) showed how learning tools facilitate students' ability to incorporate arguments and counterarguments in opinion essays.”

“…as one typical representation of argumentation processes powered by collaborative argumentation activities (Felton et al. 2009; Mercer 1996; Nussbaum 2008) could be used to outline and depict “What does productive collaborative argumentation look like in terms of scientific concept…”

“Vee diagrams are useful instructional tools for developing and using learners’ reflective, heuristic reading and writing skills and internalizing knowledge about history of science Kamisah Wahidin et al. (2013), Kragten et al. (2013 ), Chamizo (2012), Nussbaum (2008).”

“…related tointegrationstrategies (De LaPaz&Felton,2010;Du& List, 2021; Maier & Richter, 2014), employed graphic organizers or diagrams (Barzilai & Ka ’ adan, 2017; Nussbaum, 2008), or combined two or more of these instructional activities (Granado-Peinado et al., 2019; Mateos et al., 2018).”

“In a similar vein, whether task instructions setting a persuasive goal or a reflective goal affected the degree to which students incorporated information from different viewpoints (e.g., Nussbaum, 2008).”

“…of Rapanta and Felton’s (2021) typology is between approaches that introduce various kinds of interventions intended to be instructional (e.g., Nussbaum, 2008; Reznitskaya & Gregory, 2013; Schworm & Renkl, 2007) and ones based on a model of deep engagement and practice in dialogic…”