Development of argumentative discourse based on learning demand / Evolución del discurso argumentativo en función de la demanda de aprendizaje

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8 Citations (Scopus)

Abstract

This study is part of a larger project focused on the development of argumentative competence and its effect on knowledge construction. It aims to analyse and compare the changes in the evolution of the claims and the quality of the written arguments used by university students in two learning scenarios: a first scenario where students participated in a debate with the aim of convincing; and a second scenario where the debate was aimed at achieving an agreement by consensus. The participants were 77 first-year university students in Education and Speech Therapy. A quasi-experimental design was adopted with repeated measures, in which students from the two groups wrote two argumentative texts (initial and final) for each type of debate. The results indicate that the initial claims evolved towards more moderate positions at the end of the process; and the quality of the arguments that students wrote in their texts varied significantly depending on the type of demand and the time of writing (initial or final).

Original languageEnglish
Pages (from-to)84-118
Number of pages35
JournalInfancia y Aprendizaje
Volume39
Issue number1
DOIs
Publication statusPublished - 2 Jan 2016

Keywords

  • argumentation
  • argumentative quality
  • argumentative writing
  • critical thinking
  • higher education

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