Evaluation and promotion of argumentative reasoning among university students : the case of academic writing

Detalhes bibliográficos
Autor(a) principal: Rapanta, Chrysi
Data de Publicação: 2020
Outros Autores: Macagno, Fabrizio
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10437/10019
Resumo: Two fundamental critical thinking skills that students are expected to develop during their formal education are: the use of evidence for justifying their positions, and the consideration of objections or contrary opinions in their own reasoning. These skills, fully manifested in argumentative reasoning, have not been sufficiently addressed in higher education research. This exploratory case study sheds light on a specific type of argumentative reasoning particularly important for graduate students: the argument-based academic writing. A Ph.D. seminar course (22 lecture hours) was developed based on two main concepts of argumentation theory, namely argumentation schemes and the heuristic uses thereof, i.e. paraschemes. The course was delivered to seven first-year Ph.D. students at a public Portuguese University. The students’ reasoning skills were assessed through their written drafts before and after the threemonth course. The assessment method used was mixed (qualitative and quantitative). A significant change was observed in the increase of sound argumentation strategies and the decrease of the ungrounded ones in students’ academic writing. The study concludes with recommendations for both the teaching of academic writing at a graduate level and the promotion of critical thinking skills.
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spelling Evaluation and promotion of argumentative reasoning among university students : the case of academic writingEDUCAÇÃOENSINO SUPERIORESCRITA CIENTÍFICAALUNOSDOUTORAMENTOSEDUCATIONHIGHER EDUCATIONACADEMIC WRITINGSTUDENTSDOCTORATETwo fundamental critical thinking skills that students are expected to develop during their formal education are: the use of evidence for justifying their positions, and the consideration of objections or contrary opinions in their own reasoning. These skills, fully manifested in argumentative reasoning, have not been sufficiently addressed in higher education research. This exploratory case study sheds light on a specific type of argumentative reasoning particularly important for graduate students: the argument-based academic writing. A Ph.D. seminar course (22 lecture hours) was developed based on two main concepts of argumentation theory, namely argumentation schemes and the heuristic uses thereof, i.e. paraschemes. The course was delivered to seven first-year Ph.D. students at a public Portuguese University. The students’ reasoning skills were assessed through their written drafts before and after the threemonth course. The assessment method used was mixed (qualitative and quantitative). A significant change was observed in the increase of sound argumentation strategies and the decrease of the ungrounded ones in students’ academic writing. The study concludes with recommendations for both the teaching of academic writing at a graduate level and the promotion of critical thinking skills.Esperam-se duas aptidões essenciais ao raciocínio crítico, adquiridas pelos estudantes como resultado da sua educação formal: o uso da evidência para justificar as suas posições e a consideração de objeções ou opiniões contrárias na construção das mesmas. Estas aptidões, inteiramente manifestadas no raciocínio argumentativo, não têm sido suficientemente investigadas nos estudos sobre a educação superior. O presente estudo de caso de âmbito exploratório aclara um tipo específico de raciocínio argumentativo, particularmente importante para alunos de pós-graduação: a escrita académica baseada na argumentação. Foi desenvolvido um seminário para doutorandos, de 22 horas letivas, com base em dois dos principais conceitos da Teoria da Argumentação, nomeadamente os esquemas argumentativos e as suas versões heurísticas, conhecidas como para-esquemas. O curso foi ministrado a sete estudantes do primeiro ano de doutoramento numa Universidade pública portuguesa. As aptidões de raciocínio dos estudantes foram avaliadas na base nos textos escritos antes e depois do curso, cuja duração foi de três meses. Utilizou-se um método de avaliação misto (qualitativo e quantitativo). Observou-se uma mudança significativa na escrita académica dos participantes, nomeadamente um aumento do uso de estratégias argumentativas válidas e uma redução de estratégias não fundamentadas. Conclui-se o estudo apresentando recomendações tanto para o ensino da escrita académica como para a promoção de aptidões de raciocínio crítico ao nível da pós-graduação.Deux compétences essentielles de raisonnement critique sont attendues des étudiants à la suite de leur éducation formelle: l’usage de l’évidence pour justifier leurs positions et la prise en considération d’objections ou d’opinions contraires dans la construction de celles-ci. Ces compétences, entièrement manifestées dans le raisonnement argumentatif, ne sont suffisamment pas étudiées dans le cadre l’éducation universitaire. Cette étude de cas à visée exploratoire met en lumière un type spécifique de raisonnement argumentatif, particulièrement important pour les étudiants universitaires : l’écriture académique centrée sur l’argumentation. Ainsi, un séminaire de doctorat, de 22 heures, axé sur deux concepts principaux de la Théorie de l’Argumentation, les schémas argumentatifs et leurs versions heuristiques, les para-schémas, a été développé. Le séminaire a été donné à sept étudiants de première année de doctorat dans une Université publique portugaise. Les compétences de raisonnement des étudiants ont étés évaluées à partir de leurs textes écrits avant et après le séminaire de trois mois. La méthode d’évaluation a été mixte (qualitative et quantitative). Un changement significatif dans l’écriture académique des participants a été observé, notamment avec l’augmentation de stratégies argumentatives valides et la réduction de stratégies d’argumentation invalides. L’étude conclut avec des recommandations tant pour l’enseignement de l’écriture académique que pour l’éducation universitaire, aussi bien pour la promotion des compétences du raisonnement critique.Entre las habilidades esenciales del razonamiento crítico que se esperan de los estudiantes como resultado da su educación formal se encuentran: el uso de evidencia para justificar sus posiciones y la consideración de objeciones o opiniones contrarias en la construcción de estas. Estas habilidades, que son manifestadas en su totalidad en el razonamiento argumentativo, no están suficientemente investigadas en la educación superior. El presente estudio de caso exploratorio ilumina un tipo específico de razonamiento argumentativo, especialmente importante para alumnos de posgrado: la escritura académica basada en la argumentación. Fue desarrollado un curso de seminario para estudiantes de doctorado, de 22 horas lectivas, basado en dos de los principales conceptos da la Teoría da la Argumentación, los esquemas argumentativos y sus versiones heurísticas, conocidas como para-esquemas. El curso fue impartido a siete estudiantes del primer año del doctorado en una Universidad pública portuguesa. Las habilidades de razonamiento de los estudiantes han sido evaluadas mediante los textos escritos antes y después del curso, cuya duración fue de tres meses. El método de evaluación fui mixto (cualitativo y cuantitativo). Se observó un cambio significativo en la escritura académica de los participantes: un aumento de la utilización de estrategias argumentativas válidas y una reducción de las no fundamentadas. El estudio concluye con recomendaciones tanto para la enseñanza de la escritura académica, como para la promoción de las habilidades de razonamiento crítico al nivel de posgrado.Edições Universitárias Lusófonas2020-01-31T14:23:11Z2020-01-01T00:00:00Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10437/10019eng1646-401XRapanta, ChrysiMacagno, Fabrizioinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-23T01:33:38Zoai:recil.ensinolusofona.pt:10437/10019Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:11:01.321343Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
title Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
spellingShingle Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
Rapanta, Chrysi
EDUCAÇÃO
ENSINO SUPERIOR
ESCRITA CIENTÍFICA
ALUNOS
DOUTORAMENTOS
EDUCATION
HIGHER EDUCATION
ACADEMIC WRITING
STUDENTS
DOCTORATE
title_short Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
title_full Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
title_fullStr Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
title_full_unstemmed Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
title_sort Evaluation and promotion of argumentative reasoning among university students : the case of academic writing
author Rapanta, Chrysi
author_facet Rapanta, Chrysi
Macagno, Fabrizio
author_role author
author2 Macagno, Fabrizio
author2_role author
dc.contributor.author.fl_str_mv Rapanta, Chrysi
Macagno, Fabrizio
dc.subject.por.fl_str_mv EDUCAÇÃO
ENSINO SUPERIOR
ESCRITA CIENTÍFICA
ALUNOS
DOUTORAMENTOS
EDUCATION
HIGHER EDUCATION
ACADEMIC WRITING
STUDENTS
DOCTORATE
topic EDUCAÇÃO
ENSINO SUPERIOR
ESCRITA CIENTÍFICA
ALUNOS
DOUTORAMENTOS
EDUCATION
HIGHER EDUCATION
ACADEMIC WRITING
STUDENTS
DOCTORATE
description Two fundamental critical thinking skills that students are expected to develop during their formal education are: the use of evidence for justifying their positions, and the consideration of objections or contrary opinions in their own reasoning. These skills, fully manifested in argumentative reasoning, have not been sufficiently addressed in higher education research. This exploratory case study sheds light on a specific type of argumentative reasoning particularly important for graduate students: the argument-based academic writing. A Ph.D. seminar course (22 lecture hours) was developed based on two main concepts of argumentation theory, namely argumentation schemes and the heuristic uses thereof, i.e. paraschemes. The course was delivered to seven first-year Ph.D. students at a public Portuguese University. The students’ reasoning skills were assessed through their written drafts before and after the threemonth course. The assessment method used was mixed (qualitative and quantitative). A significant change was observed in the increase of sound argumentation strategies and the decrease of the ungrounded ones in students’ academic writing. The study concludes with recommendations for both the teaching of academic writing at a graduate level and the promotion of critical thinking skills.
publishDate 2020
dc.date.none.fl_str_mv 2020-01-31T14:23:11Z
2020-01-01T00:00:00Z
2020
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10437/10019
url http://hdl.handle.net/10437/10019
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1646-401X
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Edições Universitárias Lusófonas
publisher.none.fl_str_mv Edições Universitárias Lusófonas
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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