The Role of Criticism in Understanding Problem Solving

Fee, Samuel B.; Belland, Brian R.

doi:10.1007/978-1-4614-3540-2

Cited by 6 publications

(1 citation statement)

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“…An argument is a collection of statements (premises), some of which are used in support of another (the conclusion) ( Fee and Belland, 2012 ). A typical example of an argument is - If you want to be smarter (more beautiful, lose weight etc.)…”

Section: The Reasoning Processesmentioning

confidence: 99%

Not so elementary – the reasoning behind a medical diagnosis

Sooknanan¹,

Seemungal²

2019

MedEdPublish

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Making a diagnosis is a complex process involving incomplete yet dynamic information. At no other time in the history of medicine has information been so readily available and accessible resulting in a greater need for clarity of thinking. A clear understanding of the underlying reasoning processes involved is necessary so as to avoid misdiagnosis and to avoid unnecessary often costly and time-consuming tests. This article explores the main reasoning processes inherent in the making of a diagnosis -deduction, induction and abduction.

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Section: The Reasoning Processesmentioning

confidence: 99%

Not so elementary – the reasoning behind a medical diagnosis

Sooknanan¹,

Seemungal²

2019

MedEdPublish

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Scaffolding: Definition, Current Debates, and Future Directions

Belland

2013

Handbook of Research on Educational Communications and Technology

171

149

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Instructional scaffolding can be de fi ned as support provided by a teacher/parent, peer, or a computer-or a paper-based tool that allows students to meaningfully participate in and gain skill at a task that they would be unable to complete unaided. The metaphor of scaffolding has been applied to instruction in contexts ranging from literacy education to science education, and among individuals ranging from infants to graduate students. In this chapter, scaffolding is de fi ned and its theoretical backing is explored. Then scaffolding strategies and examples are explored. Trends, fi ndings, and implications of current empirical research are presented and discussed. Current debates in the scaffolding literature are explored, including whether (a) scaffolding needs to be based on dynamic assessment and fading, and (b) domainspeci fi c knowledge needs to be embedded in scaffolding. Finally, future research directions are outlined, including transfer of responsibility, the interaction between teacher scaffolding and computer-based scaffolding, and other scaffolding aspects.

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