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Argumentation, Critical Reasoning, and Problem Solving

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The Role of Criticism in Understanding Problem Solving

Abstract

Instructional designers must work in interdisciplinary contexts with incomplete information and with resource constraints. Instructional designers and instructional design researchers must have a broad understanding of multiple theories that inform and impact the planning and implementation of effective learning activities and environments. Obviously relevant theories include learning theory, systems theory, communications theory, and media theory [see Spector (2011), Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York, NY: Routledge]. In addition, instructional practitioners and researchers, and others working in complex problem-solving domains, require a great deal of skill in collecting and analyzing information from multiple sources in a variety of formats and presenting relevant syntheses to decision makers and others. How is this vast knowledge base best developed in an individual? How do instructional designers and others acquire and master the relevant set of complex problem-solving skills? In order to answer these questions, it is necessary to develop a theoretically grounded and empirically justified framework for assessing the progressive development of argumentation, critical reasoning, and problem solving.

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Authors and Affiliations

  1. University of North Texas in Denton, Denton, TX, USA

    J. Michael Spector & S. Won Park

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  1. J. Michael Spector
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  2. S. Won Park
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Correspondence to J. Michael Spector .

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Editors and Affiliations

  1. Washington and Jefferson College, 60 South Lincoln St., Washington, 15301, Pennsylvania, USA

    Samuel B. Fee

  2. Utah State University, 2830 Old Main Hill, Logan, 84322, Utah, USA

    Brian R. Belland

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Spector, J.M., Park, S.W. (2012). Argumentation, Critical Reasoning, and Problem Solving. In: Fee, S., Belland, B. (eds) The Role of Criticism in Understanding Problem Solving. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies, vol 5. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3540-2_2

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