Abstract
Diagnostic argumentation can be decomposed referring to the dimensions of content (see Toulmin 2003) and explicated strategy use indicated by epistemic activities (see Fischer et al. 2014). We propose a conceptual framework to analyze these two dimensions within diagnostic argumentation and explore its use within initial applications using the method of Epistemic Network Analysis (Shaffer 2017). The results indicate that both approaches of solely analyzing the dimension of content and solely analyzing the dimension of epistemic activities offer less insights into diagnostic argumentations than an analysis that includes both dimensions.
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Bauer, E. et al. (2019). Using ENA to Analyze Pre-service Teachers’ Diagnostic Argumentations: A Conceptual Framework and Initial Applications. In: Eagan, B., Misfeldt, M., Siebert-Evenstone, A. (eds) Advances in Quantitative Ethnography. ICQE 2019. Communications in Computer and Information Science, vol 1112. Springer, Cham. https://doi.org/10.1007/978-3-030-33232-7_2
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DOI: https://doi.org/10.1007/978-3-030-33232-7_2
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