Sentence examples for argumentation ability from inspiring English sources
The goal we pursue in our research is to generate questions automatically in order to support students in developing their own arguments for a given discussion topic so that they could improve their argumentation ability and would be more active in a discussion session.
Questioning can be deployed to advance the student argumentation ability, and teacher-initiated questions might stimulate students.
Regression results indicated that hold of scientific conceptions is the best predicator for students' conceptual change, followed by argumentation ability.
Questioning can be deployed to advance the argumentation ability of students, and teacher-initiated questions might stimulate the thinking process of students.
To pursue question generation for support of students in developing their argumentation ability, the paper investigated questions automatically generated with WordNet, a lexical database.
This clearly demonstrates that students' argumentation ability and conceptual change were both facilitated through receiving the on-line Synchronous Argumentation science learning program.
The system could probably rate my pronunciation, but how can it accurately rate my in-depth thinking and ability in argumentation?' (Participant 10) For some participants who had experience in taking other spoken English tests such as the speaking sections of TOEFL iBT and IELTS, they compared the VET with these tests, pointing out that the VET appeared much less challenging.
Prior research has established that engaging students in argumentation can build students' abilities to understand, practice, and participate in science (Osborne et al., 2004).
In so doing, we exemplify the versatility of our framework and its ability to facilitate complex argumentation dialogues within artificial agent societies.
They mentioned that while the speaking sections in TOEFL and IELTS could measure a wide range of spoken English abilities from fluency to reasoning and argumentation, the VET as a whole seemed to tap into the relatively superficial layer of English speaking ability including pronunciation, grammar, vocabulary, and short-term memory.
Departed from Toulmin' s argumentation pattern and abridged it to suit young students' cognition ability, the Claim-Evidence-Reasoning (CER) framework was developed to modeling scientific explanation and adopted for guiding students' explanation (e.g., Sandoval and Reiser 2004; McNeill et al. 2006; Songer et al. 2009).
