Scholarly Arguments on Both Sides

WEEK 1 Topic

Standard Form Arguments

How does an audio-visual teaching aid influence the learning process of pre-school children in manipulating numbers within a month? The argument that the audio-visual teaching method positively influences learning outcomes, especially in number work, is logical only if valid results support it (Fogelin & Sinnott-Armstrong, 2005). The dependent variable in this research question is the learning process of counting numbers. On the other hand, the independent variable is the teaching method used (audio-visual). An experimental study design forms the best research methodology to investigate the effect of audiovisual teaching aid on children's number work memory. In this study, the target population is the early childhood education center pupils. The research will sample preschool pupils using other teaching methods other than documentaries. The researcher should conduct a randomized research study in which two groups of centers are randomly selected within a population with similar characteristics. This gives all the subjects’ equal chance of participating, thus increasing representative and reducing sampling error. In this design, two groups are established. The first group is the control group, i.e., the group whose subjects will be taught using the one-on-one teaching method, and the treatment group, in which all its subjects will be taught using a video-recorded teaching lesson. Therefore, the researcher will allocate an audio-visual teaching method in which pupils will be taught how to count numbers and manipulate them using a recorded video teaching lesson for one week. Collecting data will require that the researcher established an assessment tool in which subjects in the two groups will respond to the number of work and manipulation activities taught during the week. Each child's performance will be recorded and means, standard deviation, and standard errors calculated for comparison. A study must produce results that answer the research question (Considine et al., 2017).

References

Considine, J., Shaban, R. Z., Fry, M., & Curtis, K. (2017). Evidence-based emergency nursing: designing a research question and searching the literature. International emergency nursing, 32, 78-82.

Fogelin, R. J., & Sinnott-Armstrong, W. (2005). Understanding arguments. An introduction to informal logic, 7.

WEEK 2 workshop

Thesis Statement: Audio-visual teaching strategy is very effective in teaching pre-school children in numbers work.

Premise 1: Audio-visual teaching method increases the pre-school children's concentration rate.

Premise 2: Increasing pre-school children's concentration rate is critical for teaching manipulation of numbers unless the lesson is participatory.

Premise 3: Pre-school children learn better when their concentration is still high, and the mind is involved to a greater extend.

Conclusion: Audio-visual teaching strategy is very effective in teaching pre-school children in numbers work.

The argument is valid. The premises and the conclusions agree with one another (Noureldin et al., 2018). This is because the first premise holds the fact that the audio-visual teaching method increases pre-school children's concentration during number work lessons. This is true. Pre-school children and all other pupils learn better when their concentration is high. Learning, therefore, takes place when both the learner and the teacher are reading from the same page. They must be alert and ready to learn new knowledge. Audio-visual uses the sense of hearing and sight to compel pupils to learn. The conclusion, on the other hand, states that the audio-visual teaching method is effective in teaching preschool children number work. Validity comes in because the first premise cannot be true while its conclusion is false (Mitrović, 2017). An audio-visual teaching method can't increase children's concentration and end up being an ineffective teaching method. The second premise is true because the audio-visual or participatory learning process is key in learning number work. Again, the third premise confirms that number work involves mental functions, thus high concentration is key.

Counterargument: Audio-visual teaching method is passive and lowers learners' chances of taking part in the learning process hence reduces learners' mental alertness that negatively affects the learning of number work.

References

Mitrović, B. (2017). Is multiple realizability a valid argument against methodological individualism?. Philosophy of the Social Sciences, 47(1), 28-43.

Noureldin, Y. A., Lee, J. Y., McDougall, E. M., & Sweet, R. M. (2018). Competency-based training and simulation: making a “valid” argument. Journal of endourology, 32(2), 84-93.