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: