@article {1369,
	title = {TOWARDS EFFECTIVE ARGUMENTATION: DESIGN AND IMPLEMENTATION OF A GENERATIVE AI-BASED EVALUATION AND FEEDBACK SYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {280-291},
	abstract = {This study aimed at examining the performance of generative artificial intelligence to extract argumentation elements from text. Thus, the researchers developed a web-based framework to provide automated assessment and feedback relying on a large language model, ChatGPT. The results produced by ChatGPT were compared to human experts across scientific and non-scientific contexts. The findings revealed marked discrepancies in the performance of AI for extracting argument components, with a significant variance between issues of a scientific nature and those that are not. Higher accuracy was noted in identifying claims, data, and qualifiers, as opposed to rebuttals, backing, and warrants. The study illuminated AI{\textquoteright}s promise for educational applications but also its shortcomings, such as the increased frequency of erroneous element identification when accuracy was low. This highlights the essential need for more in-depth comparative research on models and the further development of AI to enhance its role in supporting argumentation training.},
	keywords = {argumentative writing, Artificial Intelligence, automated assessment, natural language processing, web architecture},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.280},
	url = {https://oaji.net/articles/2023/987-1713273011.pdf},
	author = {Hunkoog Jho and Minsu Ha}
}
@article {1097,
	title = {THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {840-856},
	abstract = {Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students{\textquoteright} science learning in more authentic ways.},
	keywords = {evidence evaluation, evidence-based reasoning, evidence-based response, idea-based response, scientific evidence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.840},
	url = {http://oaji.net/articles/2021/987-1633680841.pdf},
	author = {Jongwon Park and Hye-Gyoung Yoon and Mijung Kim and Hunkoog Jho}
}
