Analysis of students' argumentative discourse in a university Physics course
The aim of this work is to analyze the argumentaive discourse of university students of a course of physics. We seek to establish a relationship between this discourse and the understanding of the contents of the discipline. The analysis of the response of 25 students to a written activity is perfor...
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| Formato: | Artículo revista |
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Asociación de Profesores de Física de la Argentina
2017
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18454 |
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I10-R316-article-184542023-09-12T17:07:07Z Analysis of students' argumentative discourse in a university Physics course Análisis del discurso argumentativo de los estudiantes de un curso universitario de física Fleisner, Ana Ramírez, Silvia Sabaini, Ma. Belén Argumentative discourse Teaching physics University students. Discurso argumentativo Enseñanza de la física Estudiantes universitarios. The aim of this work is to analyze the argumentaive discourse of university students of a course of physics. We seek to establish a relationship between this discourse and the understanding of the contents of the discipline. The analysis of the response of 25 students to a written activity is performed, recognizing the basic components of the arguments, as well as the logical structure of the arguments. We use the models proposed by Toulmin, Van Dijk and Adam an we evaluate the relevance of the different argumentative components in relation to the required conceptual contents.The results show that in most cases the main components of the argumentation patterns proposed by the models used are incomplete. Many of the students present conceptual misunderstandings. It can be concluded that there is a relationship between the conceptual and symbolic language of the discipline and the structure of argumentative discourse. The best–structured discourses turned out to be the ones that showed greater concep-tual understanding. El objetivo del presente trabajo es analizar el discurso argumentativo de estudiantes universitarios de un curso de física. Se pretende establecer una relación entre dicho discurso y la comprensión de los contenidos de la disciplina. Se realiza el análisis de la respuesta de 25 estudiantes a una actividad escrita, reconociendo los componentes básicos de los argumentos, así como la estructura lógica de los mismos. Para ello se utilizan los modelos propuestos por Toulmin, Van Dijk y Adam. Por otro lado, se evalúa la pertinencia de los diferentes componentes argumentativos en relación a los contenidos conceptuales requeridos.Los resultados muestran que en la mayoría de los casos se encuentran los componentes principales de los pa-trones de argumentación propuestos por los modelos utilizados, pero de manera incompleta. Muchos de los estudiantes presentan incomprensiones conceptuales. Se puede concluir que existe una relación entre el manejo del lenguaje conceptual y simbólico de la disciplina y la estructura del discurso argumentativo. Los discursos mejor estructurados resultaron ser los que mostraron mayor comprensión conceptual. Asociación de Profesores de Física de la Argentina 2017-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18454 Journal of Physics Teaching; Vol. 29: Extra Issue: Selection of papers submitted to REF; 139-144 Revista de Enseñanza de la Física; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 139-144 Revista de Enseñanza de la Física; v. 29: Edição extra: Seleção de artigos enviados ao REF; 139-144 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18454/18297 Derechos de autor 2017 Ana Fleisner, Silvia Ramírez, Ma. Belén Sabaini |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Argumentative discourse Teaching physics University students. Discurso argumentativo Enseñanza de la física Estudiantes universitarios. |
| spellingShingle |
Argumentative discourse Teaching physics University students. Discurso argumentativo Enseñanza de la física Estudiantes universitarios. Fleisner, Ana Ramírez, Silvia Sabaini, Ma. Belén Analysis of students' argumentative discourse in a university Physics course |
| topic_facet |
Argumentative discourse Teaching physics University students. Discurso argumentativo Enseñanza de la física Estudiantes universitarios. |
| author |
Fleisner, Ana Ramírez, Silvia Sabaini, Ma. Belén |
| author_facet |
Fleisner, Ana Ramírez, Silvia Sabaini, Ma. Belén |
| author_sort |
Fleisner, Ana |
| title |
Analysis of students' argumentative discourse in a university Physics course |
| title_short |
Analysis of students' argumentative discourse in a university Physics course |
| title_full |
Analysis of students' argumentative discourse in a university Physics course |
| title_fullStr |
Analysis of students' argumentative discourse in a university Physics course |
| title_full_unstemmed |
Analysis of students' argumentative discourse in a university Physics course |
| title_sort |
analysis of students' argumentative discourse in a university physics course |
| description |
The aim of this work is to analyze the argumentaive discourse of university students of a course of physics. We seek to establish a relationship between this discourse and the understanding of the contents of the discipline. The analysis of the response of 25 students to a written activity is performed, recognizing the basic components of the arguments, as well as the logical structure of the arguments. We use the models proposed by Toulmin, Van Dijk and Adam an we evaluate the relevance of the different argumentative components in relation to the required conceptual contents.The results show that in most cases the main components of the argumentation patterns proposed by the models used are incomplete. Many of the students present conceptual misunderstandings. It can be concluded that there is a relationship between the conceptual and symbolic language of the discipline and the structure of argumentative discourse. The best–structured discourses turned out to be the ones that showed greater concep-tual understanding. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2017 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18454 |
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