A Case on Teaching Critical Thinking and Argument Mapping in a Teacher Education Context

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Author(s): Yasemin Oral (İstanbul University, Turkey)
Copyright: 2014
Pages: 21
Source title: Cases on Teaching Critical Thinking through Visual Representation Strategies
Source Author(s)/Editor(s): Leonard J. Shedletsky (University of Southern Maine, USA)and Jeffrey S. Beaudry (University of Southern Maine, USA)
DOI: 10.4018/978-1-4666-5816-5.ch005

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

This chapter is based on the classroom work of a course on critical thinking designed as part of a pre-service teacher education program in English language teaching at a large-size Turkish state university. With its dual focus on both modernist and postmodern approaches to critical thinking, the course offers scope for classwork that concentrates on the skills to identify the parts and structure of arguments. To this end, argument mapping has been utilized to enhance understanding of the components of arguments and to facilitate the analysis of arguments. This chapter seeks to illustrate the materials and activities used when argument maps have been constructed during the class sessions. Furthermore, drawing from the data gathered from students' journal entries, I argue for a high interplay of the perceived efficacy of argument mapping with the content, length, and complexity of arguments as well as the anxiety evoked by these factors.

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A Case on Teaching Critical Thinking and Argument Mapping in a Teacher Education Context

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