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...
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| Autores principales: | , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2023
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/psico/article/view/4527 |
| Aporte de: |
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I22-R128-article-4527 |
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Universidad Nacional del Comahue |
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| language |
Español |
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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 |
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I22-R128-article-45272023-06-23T19:56:25Z Teachers' conceptions of argumentation in entering university students Concepciones docentes de la argumentación en estudiantes universitarios ingresantes Curcio, Juan Manuel Avalo-Obregón, Carolina Morea, Paula Peralta, Nadia Castellaro, Mariano Argumentation Teacher-perspective Education College-teachers College-students Argumentación Concepción-docente Educación Docentes-universitarios Estudiantes-universitarios 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. Entendemos a la argumentación como la capacidad de evaluar distintas posturas sobre un tema y coordinar las afirmaciones con evidencia permitiendo al estudiante construir conocimiento. La misma, en el contexto educativo universitario resulta relevante ya que produce varios efectos positivos para el aprendizaje, desde la mejora de la comprensión conceptual hasta la posibilidad de entablar un dialogo con otras disciplinas para realizar trabajos en conjunto. Debido a que es una competencia adquirida socioculturalmente, el docente juega un rol importante en el desarrollo de la argumentación del estudiante, por lo cual, la concepción docente de la argumentación puede influir en su enseñanza; de este modo nos propusimos: (a) Indagar la concepción del docente sobre la argumentación; (b) Analizar la concepción del docente sobre su rol en el desarrollo de la competencia argumental del estudiante universitario ingresante. Se realizaron cuatro entrevistas a docentes pertenecientes al primer año de una facultad de psicología de Rosario mediante una entrevista semiestructurada que permitió indagar varios tópicos sobre sus concepciones de la argumentación. Encontramos que los docentes resaltan la dimensión conceptual de la argumentación por sobre otras, teniendo dificultades para articular sus distintas dimensiones. Por otro lado, se alejan de una perspectiva autoritaria de la educación lo cual los acerca más al modelo argumental. Esta investigación resulta relevante para el campo educativo universitario en tanto explicita aspectos de las perspectivas docentes sobre los cuales trabajar en conjunto con los mismos para permitir el desarrollo de la argumentación en el aula. Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revele.uncoma.edu.ar/index.php/psico/article/view/4527 Pilquen Magazine. Psychopedagogy Section; Vol. 19 No. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 21-40 Revista Pilquen. Sección Psicopedagogía; Vol. 19 Núm. 2 (2022): Revista Pilquen. Sección Psicopedagogía; 21-40 1851-3115 1669-3914 spa https://revele.uncoma.edu.ar/index.php/psico/article/view/4527/61527 Derechos de autor 2004 Revista Pilquen https://creativecommons.org/licenses/by-nc-nd/4.0/ |