חשיפת המבנה הלוגי של טקסט טיעון בשפה טבעית באמצעות הצרנתו בפרולוג )תִכנות בלוגיקה(

at all grade levels. They are addressed throughout the education system in kindergartens and schools, as well as in academic institutions of higher education. In order to understand argumentation texts, the logical structure of the argument must be analyzed. In other words, the claim must be identified and justified or refuted – not an easy task considering that claims are sometimes embedded in a complex text. Argumentation texts include implied inference or uncertain inference; it turns out that students sometimes exhibit a logic failure to identify inference. The purpose of the article is to examine the analogy between the structure of argumentation texts and the structure of logic programs written in PROLOG, a logical programming language (PROgramming in LOGic). The development of a logic program begins with text analysis that involves identifying the basic components (entities) of the text and the relationships among them. A similar process should take place when analyzing the structure of an argumentation text. If indeed such an analogy exists, then we can examine the effects of learning ׳ logical inference tools (by solving logical programming problems) on students ability to understand natural language argumentation texts, or vice versa.