“I know people who were depressed, and now they are not." Students' strategies in classroom argumentative interactions with teachers and classmates

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This study sets out to investigate the students’ strategies in classroom argumentative discussions with their teacher and with their classmates. The data corpus is constituted by 16 video-recorded lessons of two courses – one at the undergraduate level and one at the graduate level – in Developmental Psychology. The two courses were selected according to the following criteria: similar numbers of students, similar disciplinary domain, both courses are taught by the same teacher in the English language. The results indicate that the undergraduate students advance fewer arguments than the graduate students, and when they do so, in most cases, their arguments are based on practical knowledge and previous personal experience. On the other hand, the graduate students more frequently advance arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course.
Original languageEnglish
Title of host publicationProgress in Education
EditorsRV Nata
Pages77-102
Number of pages26
Volume48
Publication statusPublished - 2017

Keywords

  • Argumentation, Classroom interaction, Higher Education, Argumentative strategies, Ideal Model of a Critical Discussion

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