2008/01/01 by Maralee Harrell · 44 citations
Social Sciences · Psychology · #Education and Critical Thinking Development #Educational Strategies and Epistemologies #Innovative Teaching and Learning Methods #Computer science #Programming language
paper · doi:10.5840/teachphil200831437
published in Teaching Philosophy 31(4), 351-374 (Philosophy Documentation Center)
openalex publication_date 2008/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/11
Argument mapping software abounds, 1 and one of the reasons is that using the software has been shown to teach/promote/improve critical thinking skills. These positive results are very encouraging, but they also raise the question of whether the computer tutorial environment is producing these results, or whether learning argument mapping, even with just paper and pencil, is sufficient. Based on the results of two empirical studies, I argue that the basic skill of being able to represent an argument diagrammatically plays an important role in the improvement of critical thinking skills. While these studies do not offer a direct comparison between the two methods, it is important for anyone wishing to employ argument mapping in the classroom to know that significant results can be obtained even with the most rudimentary of tools.