Teachers' conceptions of argumentation in entering university students

We understand argumentation as the ability to evaluate different positions about a topic and coordinate statements with evidence, allowing the student to build knowledge. In the college educational context, is relevant since it produces positive effects on learning, from improving conceptual underst...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Curcio, Juan Manuel, Avalo-Obregón, Carolina, Morea, Paula, Peralta, Nadia, Castellaro, Mariano
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023
Materias:
Argumentation
Teacher-perspective
Education
College-teachers
College-students
Argumentación
Concepción-docente
Educación
Docentes-universitarios
Estudiantes-universitarios
Acceso en línea:https://revele.uncoma.edu.ar/index.php/psico/article/view/4527
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4527
record_format ojs
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Argumentation
Teacher-perspective
Education
College-teachers
College-students
Argumentación
Concepción-docente
Educación
Docentes-universitarios
Estudiantes-universitarios
spellingShingle Argumentation
Teacher-perspective
Education
College-teachers
College-students
Argumentación
Concepción-docente
Educación
Docentes-universitarios
Estudiantes-universitarios
Curcio, Juan Manuel
Avalo-Obregón, Carolina
Morea, Paula
Peralta, Nadia
Castellaro, Mariano
Teachers' conceptions of argumentation in entering university students
topic_facet Argumentation
Teacher-perspective
Education
College-teachers
College-students
Argumentación
Concepción-docente
Educación
Docentes-universitarios
Estudiantes-universitarios
author Curcio, Juan Manuel
Avalo-Obregón, Carolina
Morea, Paula
Peralta, Nadia
Castellaro, Mariano
author_facet Curcio, Juan Manuel
Avalo-Obregón, Carolina
Morea, Paula
Peralta, Nadia
Castellaro, Mariano
author_sort Curcio, Juan Manuel
title Teachers' conceptions of argumentation in entering university students
title_short Teachers' conceptions of argumentation in entering university students
title_full Teachers' conceptions of argumentation in entering university students
title_fullStr Teachers' conceptions of argumentation in entering university students
title_full_unstemmed Teachers' conceptions of argumentation in entering university students
title_sort teachers' conceptions of argumentation in entering university students
description We understand argumentation as the ability to evaluate different positions about a topic and coordinate statements with evidence, allowing the student to build knowledge. In the college educational context, is relevant since it produces positive effects on learning, from improving conceptual understanding to the possibility of entering into dialogue with other disciplines to carry out joint work. As a socio-culturally acquired competence, the teacher plays an important role in the development of the student's argumentation, therefore, the teacher's perspective on the argumentation can influence their teaching; In this way, we proposed: (a) To investigate the teacher's perspective on argumentation; (b) Analyze the teacher's perspective on his role in the development of the argumentative competence of the new college student. Four interviews were conducted with teachers that belong to the first year of a school of psychology in Rosario with a semistructured interview that allowed investigating various topics about their perspectives on the argumentation. We find that teachers highlight the conceptual dimension of the argumentation over other dimensions, having difficulties to articulate different dimensions of it. On the other hand, they are away from an authoritarian perspective on education, which brings them closer to the argumentative model. This research is relevant to the college educational field as it makes explicit aspects of the teacher’s perspectives on which to work together with them allowing the development of argumentation in the classroom.
publisher Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
publishDate 2023
url https://revele.uncoma.edu.ar/index.php/psico/article/view/4527
work_keys_str_mv AT curciojuanmanuel teachersconceptionsofargumentationinenteringuniversitystudents
AT avaloobregoncarolina teachersconceptionsofargumentationinenteringuniversitystudents
AT moreapaula teachersconceptionsofargumentationinenteringuniversitystudents
AT peraltanadia teachersconceptionsofargumentationinenteringuniversitystudents
AT castellaromariano teachersconceptionsofargumentationinenteringuniversitystudents
AT curciojuanmanuel concepcionesdocentesdelaargumentacionenestudiantesuniversitariosingresantes
AT avaloobregoncarolina concepcionesdocentesdelaargumentacionenestudiantesuniversitariosingresantes
AT moreapaula concepcionesdocentesdelaargumentacionenestudiantesuniversitariosingresantes
AT peraltanadia concepcionesdocentesdelaargumentacionenestudiantesuniversitariosingresantes
AT castellaromariano concepcionesdocentesdelaargumentacionenestudiantesuniversitariosingresantes
first_indexed 2023-01-04T21:54:11Z
last_indexed 2023-01-04T21:54:11Z
bdutipo_str Revistas
_version_ 1764819789397622787

Ejemplares similares