Drawing Analogies between Logic Programming and Natural Language Argumentation Texts to Scaffold Learners’ Understanding

The paper presents a theoretical investigational study of the potential advantages that secondary school learners may gain from learning two different subjects, namely, logic programming within computer science studies and argumentation texts within linguistics studies. The study suggests drawing an...

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Vydané v:Journal of information technology education Ročník 13; s. 73 - 89
Hlavní autori: Ragonis, Noa, Shilo, Gila
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Santa Rosa Informing Science Institute 2014
Predmet:
Abstract Reasoning
Algorithms
Artificial Intelligence
Cognitive Processes
Computational Linguistics
Computer Science
Inferences
Influence of Technology
Information Technology
Language Processing
Language Research
Linguistics
Literature Reviews
Logical Thinking
Natural Language Processing
Persuasive Discourse
Programming
Programming Languages
Research Methodology
Research Tools
Semitic Languages
Technology Education
ISSN:1547-9714, 1539-3585
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Shrnutí:The paper presents a theoretical investigational study of the potential advantages that secondary school learners may gain from learning two different subjects, namely, logic programming within computer science studies and argumentation texts within linguistics studies. The study suggests drawing an analogy between the two subjects since they both require similar abstraction skills manifested in the analysis of texts and in capturing their logic structure and inference. We propose that drawing analogies between two representations of argumentation texts can advance students' understanding, and, furthermore, using computerized systems may enable students to interact with linguistics texts and thus enhance their understanding. The paper explores the connections between the two disciplines, emphasizing the similar structures used to express the knowledge, and presents the similar abstract thinking processes that learners must carry out. Further implications for curricula are discussed.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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content type line 14
ISSN:1547-9714
1539-3585
DOI:10.28945/1951