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PHI 103: With Good Reason: A Guide to Critical Thinking - Ch 5: Inductive Reasoning (ashford.edu)   What Is a “STRONG” argument?   What Is an Inductive Argument?   Inductive Reasoning   Inference to the Best Explanation Prior to beginning work on this assignment, Read the assigned sections of Chapter 5 and Chapter 6 in your textbook: 5.1: Basic Concepts in Inductive Reasoning 5.2: Statistical Arguments: Statistical Syllogisms 5.3: Statistical Arguments: Inductive Generalizations 5.6: Arguments from Authority 5.7: Arguments from Analogy Chapter 5 Summary 6.4: Reasoning About Science: The Hypothetico-Deductive Method 6.5: Inference to the Best Explanation Watch the videos: What Is a “STRONG” argument? (Links to an external site.) What Is an Inductive Argument? (Links to an external site.) Inductive Reasoning (Links to an external site.) Inference to the Best Explanation (Links to an external site.) To begin, you will use the topic you selected in the Week 1 Standard Form Arguments discussion forum and continued working with in the Week 2 Creating a Valid Argument Workshop assignment. For this assignment, you will present and evaluate reasoning from scholarly sources on both sides of your topic. For an example of how to complete this paper, take a look at the Week Three Example Paper Download Week Three Example Paper. Conduct research from scholarly sources on each side of your issue. The UAGC library features research Tutorials (Links to an external site.), which offer videos on getting started, understanding the research process, vetting scholarly and popular resources, and providing instruction on how to read a scholarly article. Write a paper that includes the following: Introduction (approximately 100 words) Explain your topic and state the specific question that you are addressing. Presentation of an Argument (approximately 200 words) Describe the scholarly source on one side of the issue. Present what you see as the main argument from that source (present the argument in standard form, with the premises listed above the conclusion). Evaluation of the quality of the reasoning in this source (approximately 200 words) You may address questions such as the following: How adequately does the article support the premises of the argument? How strongly do the premises of the argument support the truth of the conclusion? What (if any) missing premises would be needed to complete the argument (make it valid/strong)? Are these missing premises justified or merely assumptions? Presentation of an Opposing Argument (approximately 200 words) Describe the scholarly source on the other side of the issue. Present what you see as the main argument from that source in standard form, with the premises listed above the conclusion. Evaluation of the quality of the reasoning in this source (approximately 200 words) You may address questions such as the following: How adequately does the article support the premises of the argument? How strongly do the premises of the argument support the truth of the conclusion? What (if any) missing premises would be needed to complete the argument (make it valid/strong)? Are these missing premises justified or merely assumptions? Evaluation of Arguments in Non-Scholarly and Scholarly Sources (approximately 100 words) Discuss the differences in the quality of the reasoning or in the degree of support for premises in these scholarly sources contrasted with non-scholarly sources. If you need support, review the Scholarly and Popular Resources (1) (Links to an external site.) Writing Center video. Conclusion (approximately 50 words) Reflect on how this activity might influence how you conduct research in the future. The Scholarly Arguments paper Must be three to five double-spaced pages in length (not including title and references pages and formatted according to APA Style (Links to an external site.) as outlined in the Writing Center’s APA Formatting for Microsoft Word (Links to an external site.) resource. Must include a separate title page with the following: Title of paper in bold font Space should appear between the title and the rest of the information on the title page. Student’s name Name of institution (University of Arizona Global Campus) Course name and number Instructor’s name Due date Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance. Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Writing Center resources. Must use at least two scholarly sources in addition to the course text. The Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for the assignment. To assist you in completing the research required for this assignment, view The University of Arizona Global Campus Library Quick ‘n’ Dirty (Links to an external site.) tutorial, which introduces the University of Arizona Global Campus Library and the research process, and provides some library search tips. Must document any information used from sources in APA Style as outlined in the Writing Center’s APA: Citing Within Your Paper (Links to an external site.) guide. Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the APA: Formatting Your References List (Links to an external site.) resource in the Writing Center for specifications. 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.