The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing
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The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing Brendan Barstow 1 & Lisa Fazio 1,2 & Jordan Lippman 1 & Mohammad Falakmasir 1 & Christian D. Schunn 1 & Kevin D. Ashley 1
# International Artificial Intelligence in Education Society 2016
Abstract Argument diagramming is the process of spatially representing an argument by its component parts and their relationships. A growing body of evidence supports the use of argument diagramming to aid student learning and writing within disciplines including science education. However, most of these studies have focused on basic contrasts between diagramming and no diagramming. The purpose of this study was to learn how different diagramming frameworks affect the benefits afforded by argument diagramming. Three groups of undergraduate students in psychology research methods lab courses were given either no diagramming support, support with a domain-general framework, or support with a domain-specific framework to help them write a research paper introduction. Students given any diagramming support included more relevant citations and considered opposing citations in their papers. Students using the domain* Christian D. Schunn [email protected] Brendan Barstow [email protected] Lisa Fazio [email protected] Jordan Lippman [email protected] Mohammad Falakmasir [email protected] Kevin D. Ashley [email protected]
1
Learning Research and Development Center, University of Pittsburgh, LRDC rm 821, 3939 OHara St, Pittsburgh, PA 15260, USA
2
Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
Int J Artif Intell Educ
specific framework wrote more about the scientific validity of cited studies than the other two groups, whereas students using the domain-general framework trended towards included more supporting citations. Keywords Argument diagram . Writing instruction . Science instruction . Educational intervention . Representation
Introduction Argumentation and argumentative writing are difficult skills for students to learn (Andrews 1995; Andrews and Mitchell 2001; Hahn and Oaksford 2012; Kuhn 2013), yet these are important skills in a wide variety of disciplines (Wolfe 2011), even though the nature of what makes a good argument and how it is structured in text likely varies by discipline (De La Paz et al. 2012; Goldman 1994; Gustafson and Shanahan 2007). Some have argued that argumentative writing is the most important kind of writing in undergraduate education (Andrews 2010) because it is both a kind of disciplinary-based form that is needed in participation in a discipline but also a good way to learn underlying discipline content (Andrews 2010; Loll and Pinkwart 2013). Learning to argue means acquiring many cognitive skills related to the rules within the disciplines, the relevant facts that can be used, and common argument forms (Wolfe 2011; Wolfe et al. 2009). However, it also requires internalizing the social, epistemological, and metacognitive dimensions involved in the production and evalua
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