Likewise, we contend that within science education, the study of how argumentation studies have been informed by foundational perspectives is important in setting the scene for potential reciprocal interdisciplinary investigations of argumentation (Erduran & Jimenez-Aleixandre 2007) with contributions of science education research to other fields.
Success in argumentation mining will require interdisciplinary approaches informed by natural language processing technology, theories of semantics, pragmatics and discourse, knowledge of discourse of domains such as law and science, artificial intelligence, argumentation theory, and computational models of argumentation.
The interviews were informed by earlier investigations in the field of doctor-patient argumentation [ 26], as well as by input from doctors taking part in the study.
This role of argumentation is indirectly supported by the evidence that doctors, while avoiding artificial neutrality, should offer supported recommendations to promote informed autonomy [ 45].
During the afternoon session, the main emphasis was placed on the fact that doctors can use argumentation not only to inform patients' decision making and to correct patients' medically inaccurate beliefs but also to reach mutual agreement in cases where argumentation ends with the doctor accepting the patient's point of view even if it differs from his or her own.
Meanwhile, English instructors at the community college involved in ECAP were teaching students about argumentation and writing clearly to inform, persuade and describe -- key skills needed to succeed at work, think critically and contribute to the community.
As in the training of scientists, argumentation has the potential to inform doctors on how to conduct an "accountable talk" [ 63– 65] with defined norms of discussion.
The reviews reveal that the main goals for discussion were formative assessment (i.e., knowing what students know to inform instructional decisions) and development of students' communication and argumentation skills.
As Erduran & Jimenez-Aleixandre (2007) argued, rather than being a one-way relationship, argumentation studies and science education have the potential to inform these perspectives, leading to fruitful interactions.
