Abstract
This study presents a classroom visualization framework for critical thinking that translates conceptual definitions into operable practice. Anchored in CER-L — claim, evidence, reasoning, and rebuttal/limitation (with optional reflection) — the framework standardizes minimal observable units, treats presentation modes as metrically equivalent, applies a restrained three‑level quality scale, and aggregates traces into object-specific strength. Argumentative connections are represented as basic and strengthened chains, enabling structural analysis alongside quantitative signals to support instructional alignment, observation, and evaluation. Notwithstanding these contributions, several limitations remain, and lightweight tool support is proposed to enhance scalability.
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Publication Info
- Year
- 2025
- Type
- article
- Volume
- 6
- Issue
- 5
- Pages
- 588-588
- Citations
- 0
- Access
- Closed
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Cite This
Ping Yu
(2025).
Constructing a Visual Classroom Framework for Critical Thinking.
Journal of Higher Education Research
, 6
(5)
, 588-588.
https://doi.org/10.32629/jher.v6i5.4573
Identifiers
- DOI
- 10.32629/jher.v6i5.4573