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Argumentative skills in higher education: a comparative approach

Title
Argumentative skills in higher education: a comparative approach
Type
Article in International Scientific Journal
Year
2014-03
Authors
José Manuel Martins Ferreira
(Author)
FEUP
Ana Mouraz
(Author)
FPCEUP
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Ana Maria Faustino
(Author)
FEUP
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Jaime Villate
(Author)
FEUP
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Journal
Vol. 3
Pages: 279-299
ISSN: 1934-7200
Scientific classification
CORDIS: Social sciences > Educational sciences > Education
FOS: Social sciences > Educational sciences
Other information
Abstract (EN): This text analyzes how curricular units of distinct areas of knowledge may refer, demand and promote argumentative reasoning. This is considered to be a fundamental feature in Higher Education within the framework of the Bologna Process. The objective of the study is to establish how argumentative skills developed by students should be promoted and assessed in courses from two different areas of knowledge. The sample was made up from 282 students¿ assessment elements developed in 4 undergraduate courses for students majoring in Psychology, Educational Science and Engineering, of University of Porto. The methodological approach used was content analysis and data were treated by N-Vivo software. Data in relation with the courses supply the bases to infer that the current position held by argumentative skills in Higher Education depends on the area of knowledge, as well as on the conditions and methods of student assessment.
Language: English
Type (Professor's evaluation): Educational
No. of pages: 21
License type: Click to view license CC BY-NC
Documents
File name Description Size
12.J-JEHD_2014 104.24 KB
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