Argumentation and curriculum implications

Sin Ling Jenny CHUNG

Argumentation and curriculum implications

Sin Ling Jenny CHUNG

Department of English Language Education (ELE)

Research output: Contribution to conference › Papers

Abstract

Argumentation has been considered one of the priorities in education. This paper will examine the functions of argumentation from different disciplines and the reason why argumentation should be a part of the curriculum in Hong Kong. The paper's focus is on various conceptualizations and some of the key concepts of argumentation as critical thinking. The paper involves a critique of some theoretical frameworks for the study of argumentation. A brief comparison will be made between Chinese and Western conceptualizations of argumentation in order to suggest a comprehensive theory to inform curriculum practices. Some student texts, which were taken from my qualitative research, will be used to illustrate some key concepts in argumentation and the need for adequate evidence and critical thinking in the construction of effective writing. The pedagogical implications for the teaching of argumentation are discussed.

Original language	English
Publication status	Published - 2000
Event	7th International Literacy and Education Research Network Conference on Learning: Learning on a Human Scale: Negotiating Global Cultures and New Technologies - RMIT University, Australia Duration: 01 Jul 2000 → 31 Jul 2000

Conference

Conference	7th International Literacy and Education Research Network Conference on Learning: Learning on a Human Scale: Negotiating Global Cultures and New Technologies
Country/Territory	Australia
Period	01/07/00 → 31/07/00

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abstract = "Argumentation has been considered one of the priorities in education. This paper will examine the functions of argumentation from different disciplines and the reason why argumentation should be a part of the curriculum in Hong Kong. The paper's focus is on various conceptualizations and some of the key concepts of argumentation as critical thinking. The paper involves a critique of some theoretical frameworks for the study of argumentation. A brief comparison will be made between Chinese and Western conceptualizations of argumentation in order to suggest a comprehensive theory to inform curriculum practices. Some student texts, which were taken from my qualitative research, will be used to illustrate some key concepts in argumentation and the need for adequate evidence and critical thinking in the construction of effective writing. The pedagogical implications for the teaching of argumentation are discussed.",

author = "CHUNG, \{Sin Ling Jenny\}",

year = "2000",

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PY - 2000

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AB - Argumentation has been considered one of the priorities in education. This paper will examine the functions of argumentation from different disciplines and the reason why argumentation should be a part of the curriculum in Hong Kong. The paper's focus is on various conceptualizations and some of the key concepts of argumentation as critical thinking. The paper involves a critique of some theoretical frameworks for the study of argumentation. A brief comparison will be made between Chinese and Western conceptualizations of argumentation in order to suggest a comprehensive theory to inform curriculum practices. Some student texts, which were taken from my qualitative research, will be used to illustrate some key concepts in argumentation and the need for adequate evidence and critical thinking in the construction of effective writing. The pedagogical implications for the teaching of argumentation are discussed.

M3 - Papers

T2 - 7th International Literacy and Education Research Network Conference on Learning: Learning on a Human Scale: Negotiating Global Cultures and New Technologies

Y2 - 1 July 2000 through 31 July 2000

ER -

Argumentation and curriculum implications

Abstract

Conference

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