Interplay between Content Knowledge and Scientific Argumentation

On the Interplay between Games, Argumentation and Dialogues

Game theory, argumentation and dialogues all address problems concerning inter-agent interaction, but from different perspectives. In this paper, we contribute to the study of the interplay between these fields. In particular, we show that by mapping games in normal form into structured argumentation, computing dominant solutions and Nash equilibria is equivalent to computing admissible sets of...

Abstract Booklet Interplay of Domain-Specific and Domain-General Aspects of Scientific Reasoning and Argumentation Skills

A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct groups: high school students with variable genetics...

Language Comprehension: The Interplay between Form and Content

In a 2x2 event-related FMRI study we find support for the idea that the inferior frontal cortex, centered on Broca’s region and its homologue, is involved in constructive unification operations during the structure-building process in parsing for comprehension. Tentatively, we provide evidence for a role of the dorsolateral prefrontal cortex centered on BA 9/46 in the control component of the l...

The Relationship between Teacher Content and Pedagogical Content Knowledge and Student Content Knowledge

The purpose of this study was to examine the relationship between science teacher knowledge and changes in student content knowledge after students experienced microcomputer-based laboratory (MBL) instruction about heat energy and temperature. Investigation of teacher knowledge included evaluation of content knowledge and pedagogical content knowledge. The teachers' MBL instruction was describe...