Case study as a strategy for the development of argumentation in trainee teachers
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/170548 |
Resumo: | Argumentation, as an indispensable activity in the construction of science, is also an option in school settings to bring students closer to public understanding of knowledge. The research work developed answers the question: How does the case study, used as a teaching and learning strategy for the theories of the Psychology of Learning, allow the development of argumentative processes in trainee teachers? The main objective is to identify the contribution of the application of the case study as a teaching and learning strategy of the Psychology of Learning to the development of the argumentative processes of trainee teachers of the Higher Normal School of Quindío. To respond to this objective, the didactic intervention was designed which constituted: 1) characterize the argumentative processes of the students, having as reference the Toulminian Model of Argumentation and the Argumentative Levels of Osborne (OSBORNE, 2009); 2) incorporate the case study as a strategy for the development of argumentation into the teaching processes of the Psychology of Learning; 3) characterize, after the application of the case study in Theories of Learning, the changes that occur in the argumentative levels of the students, again referenced in Toulmin and Osborne (TOULMIN, 2007; OSBORNE, 2009). Research work that, in addition to allowing us to understand that learning to argue is also learning to think, also supported learning processes on disciplinary issues in the area of the Psychology of Learning. |
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Case study as a strategy for the development of argumentation in trainee teachersEstudio de caso como estrategia para el desarrollo de la argumentación en docentes en formaciónArgumentationCase studyProblem solvingPsychology of learningTrainee teacherArgumentaciónEstudio de casoResolución de problemasPsicología del aprendizajeMaestro en formaciónArgumentation, as an indispensable activity in the construction of science, is also an option in school settings to bring students closer to public understanding of knowledge. The research work developed answers the question: How does the case study, used as a teaching and learning strategy for the theories of the Psychology of Learning, allow the development of argumentative processes in trainee teachers? The main objective is to identify the contribution of the application of the case study as a teaching and learning strategy of the Psychology of Learning to the development of the argumentative processes of trainee teachers of the Higher Normal School of Quindío. To respond to this objective, the didactic intervention was designed which constituted: 1) characterize the argumentative processes of the students, having as reference the Toulminian Model of Argumentation and the Argumentative Levels of Osborne (OSBORNE, 2009); 2) incorporate the case study as a strategy for the development of argumentation into the teaching processes of the Psychology of Learning; 3) characterize, after the application of the case study in Theories of Learning, the changes that occur in the argumentative levels of the students, again referenced in Toulmin and Osborne (TOULMIN, 2007; OSBORNE, 2009). Research work that, in addition to allowing us to understand that learning to argue is also learning to think, also supported learning processes on disciplinary issues in the area of the Psychology of Learning.La argumentación, como actividad indispensable en la construcción de la ciencia, es también una opción en los escenarios escolares para acercar a los estudiantes a la comprensión pública del conocimiento. El trabajo de indagación desarrollado responde a la pregunta: ¿Cómo el estudio de casos, utilizado como estrategia de enseñanza y aprendizaje de las teorías de Psicología del Aprendizaje, permite el desarrollo de los procesos argumentativos en los maestros en formación? El objetivo central es identificar el aporte de la aplicación del estudio de casos como estrategia de enseñanza y aprendizaje de la Psicología del Aprendizaje al desarrollo de los procesos argumentativos de los docentes en formación de la Escuela Normal Superior del Quindío. Para dar respuesta a este objetivo se diseñó la intervención didáctica que constituyó: 1) caracterizar los procesos argumentativos de los estudiantes, teniendo como referente el Modelo Toulminiano de Argumentación y los Niveles Argumentativos de Osborne (OSBORNE, 2009); 2) incorporar a los procesos de enseñanza de la Psicología del Aprendizaje el estudio de casos como estrategia para el desarrollo de la argumentación; 3) caracterizar, tras la aplicación del estudio de caso en Teorías del Aprendizaje, los cambios que se dan en los niveles argumentativos de los estudiantes, nuevamente referenciados en Toulmin y Osborne (TOULMIN, 2007; OSBORNE, 2009). Este trabajo investigativo, además de permitir comprender que aprender a argumentar es también aprender a pensar, también apoyó procesos de aprendizaje sobre temas disciplinares en el área de la Psicología del Aprendizaje.Universidade de São Paulo. Faculdade de Educação2021-06-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/xmlhttps://www.revistas.usp.br/ep/article/view/17054810.1590/s1678-4634202046216221Educação e Pesquisa; v. 46 (2020); e216221Educação e Pesquisa; Vol. 46 (2020); e216221Educação e Pesquisa; Vol. 46 (2020); e2162211678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/ep/article/view/170548/161089https://www.revistas.usp.br/ep/article/view/170548/161090Copyright (c) 2020 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRíos, Liliana María NietoOrtega, Francisco Javier Ruiz2021-06-14T21:56:24Zoai:revistas.usp.br:article/170548Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-06-14T21:56:24Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Case study as a strategy for the development of argumentation in trainee teachers Estudio de caso como estrategia para el desarrollo de la argumentación en docentes en formación |
title |
Case study as a strategy for the development of argumentation in trainee teachers |
spellingShingle |
Case study as a strategy for the development of argumentation in trainee teachers Ríos, Liliana María Nieto Argumentation Case study Problem solving Psychology of learning Trainee teacher Argumentación Estudio de caso Resolución de problemas Psicología del aprendizaje Maestro en formación |
title_short |
Case study as a strategy for the development of argumentation in trainee teachers |
title_full |
Case study as a strategy for the development of argumentation in trainee teachers |
title_fullStr |
Case study as a strategy for the development of argumentation in trainee teachers |
title_full_unstemmed |
Case study as a strategy for the development of argumentation in trainee teachers |
title_sort |
Case study as a strategy for the development of argumentation in trainee teachers |
author |
Ríos, Liliana María Nieto |
author_facet |
Ríos, Liliana María Nieto Ortega, Francisco Javier Ruiz |
author_role |
author |
author2 |
Ortega, Francisco Javier Ruiz |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ríos, Liliana María Nieto Ortega, Francisco Javier Ruiz |
dc.subject.por.fl_str_mv |
Argumentation Case study Problem solving Psychology of learning Trainee teacher Argumentación Estudio de caso Resolución de problemas Psicología del aprendizaje Maestro en formación |
topic |
Argumentation Case study Problem solving Psychology of learning Trainee teacher Argumentación Estudio de caso Resolución de problemas Psicología del aprendizaje Maestro en formación |
description |
Argumentation, as an indispensable activity in the construction of science, is also an option in school settings to bring students closer to public understanding of knowledge. The research work developed answers the question: How does the case study, used as a teaching and learning strategy for the theories of the Psychology of Learning, allow the development of argumentative processes in trainee teachers? The main objective is to identify the contribution of the application of the case study as a teaching and learning strategy of the Psychology of Learning to the development of the argumentative processes of trainee teachers of the Higher Normal School of Quindío. To respond to this objective, the didactic intervention was designed which constituted: 1) characterize the argumentative processes of the students, having as reference the Toulminian Model of Argumentation and the Argumentative Levels of Osborne (OSBORNE, 2009); 2) incorporate the case study as a strategy for the development of argumentation into the teaching processes of the Psychology of Learning; 3) characterize, after the application of the case study in Theories of Learning, the changes that occur in the argumentative levels of the students, again referenced in Toulmin and Osborne (TOULMIN, 2007; OSBORNE, 2009). Research work that, in addition to allowing us to understand that learning to argue is also learning to think, also supported learning processes on disciplinary issues in the area of the Psychology of Learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/170548 10.1590/s1678-4634202046216221 |
url |
https://www.revistas.usp.br/ep/article/view/170548 |
identifier_str_mv |
10.1590/s1678-4634202046216221 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/170548/161089 https://www.revistas.usp.br/ep/article/view/170548/161090 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 46 (2020); e216221 Educação e Pesquisa; Vol. 46 (2020); e216221 Educação e Pesquisa; Vol. 46 (2020); e216221 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713813654536192 |