The goal of this article is to understand the development and transformation of an argument diagramming activity system that uses specific software in "Informal Logic" university classes (School of Philosophy and Humanities, National University of Cordoba, Argentina). From a qualitative perspective, a study case is conducted considering two methodological instances: classes observations and indepth interviews with students. Specifically, the research describes the activity system established to diagramming arguments with "Araucaria" software and, from there, shows the systemic perturbations that occur in it. Then, it introduces a new technologically possible diagrammatic system that attempts to overcome the tensions warned and to stimulate new reasoning ways. The main finding indicates that the modification of the argument diagramming system enabled by the inclusion of digital technologies (Network Analysis Software) transforms students' learning practices. In particular, their metacognitive activity is enriched by the fact that the new diagrams show the social dimension of argumentation in a renewed and plural way. Thus, the perturbations analyzed at the beginning can be solved when both the object and the motivation of the diagrammatic activity are transformed. Consequently, the institution of a different and innovative activity system can be enabled: the reticular diagramming.
展开▼
机译:转换术语± Sup> [n i Sub>] f(+/-) min sup>的条件最小化结构的逻辑动态过程的方法Sub> AND ± Sup> [m i Sub>] f(+/-) min Sub>在功能添加结构中± Sup> f < Sub> 1 Sub>(Σ RU Sub>) min Sub>,不带纹波f 1 Sub>(± Sup>←←)和循环ΔtΣ Sub>→5∙f(&)-和5个条件逻辑函数f(&)-,并通过三元数系统的算术公理同时转换术语参数的过程f RU Sub>(+ 1,0,-1)及其实现其的功能结构(俄罗斯逻辑版本)