A study of undergraduate and graduate students' argumentation in learning contexts of higher education

Antonio Bova

A study of undergraduate and graduate students' argumentation in learning contexts of higher education

Antonio Bova^*

^*Autore corrispondente per questo lavoro

Risultato della ricerca: Contributo in libro › Contributo a conferenza

Abstract

This study sets out to examine to what extent the arguments used by undergraduate and graduate students refer to scientific notions and theories related to the discipline taught in the course. The results of this study indicate that only graduate students advance arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course, whereas undergraduate students typically advance arguments based on common-sense knowledge and previous personal experience.

Lingua originale	Inglese
Titolo della pubblicazione ospite	Proceedings of the Eighth Conference of the International Society for the Study of Argumentation
Pagine	173-185
Numero di pagine	13
Stato di pubblicazione	Pubblicato - 2015
Evento	8th International Society for the Study of Argumentation Conference (ISSA) - AMSTERDAM -- NLD Durata: 1 lug 2014 → 4 lug 2014

Convegno

Convegno	8th International Society for the Study of Argumentation Conference (ISSA)
Città	AMSTERDAM -- NLD
Periodo	1/7/14 → 4/7/14

Keywords

Argumentation
Higher education
Qualitative research
Student-teacher interaction
Teaching strategies

Altri file e collegamenti

Link a IRIS PubliCatt

Cita questo

@inproceedings{dca31b4b11ad4aa8b08153688094a229,

title = "A study of undergraduate and graduate students' argumentation in learning contexts of higher education",

abstract = "This study sets out to examine to what extent the arguments used by undergraduate and graduate students refer to scientific notions and theories related to the discipline taught in the course. The results of this study indicate that only graduate students advance arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course, whereas undergraduate students typically advance arguments based on common-sense knowledge and previous personal experience.",

keywords = "Argumentation, Higher education, Qualitative research, Student-teacher interaction, Teaching strategies, Argumentation, Higher education, Qualitative research, Student-teacher interaction, Teaching strategies",

author = "Antonio Bova",

year = "2015",

language = "English",

isbn = "978-90-361-0450-0",

pages = "173--185",

booktitle = "Proceedings of the Eighth Conference of the International Society for the Study of Argumentation",

note = "8th International Society for the Study of Argumentation Conference (ISSA) ; Conference date: 01-07-2014 Through 04-07-2014",

}

TY - GEN

T1 - A study of undergraduate and graduate students' argumentation in learning contexts of higher education

AU - Bova, Antonio

PY - 2015

Y1 - 2015

N2 - This study sets out to examine to what extent the arguments used by undergraduate and graduate students refer to scientific notions and theories related to the discipline taught in the course. The results of this study indicate that only graduate students advance arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course, whereas undergraduate students typically advance arguments based on common-sense knowledge and previous personal experience.

AB - This study sets out to examine to what extent the arguments used by undergraduate and graduate students refer to scientific notions and theories related to the discipline taught in the course. The results of this study indicate that only graduate students advance arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course, whereas undergraduate students typically advance arguments based on common-sense knowledge and previous personal experience.

KW - Argumentation

KW - Higher education

KW - Qualitative research

KW - Student-teacher interaction

KW - Teaching strategies

KW - Argumentation

KW - Higher education

KW - Qualitative research

KW - Student-teacher interaction

KW - Teaching strategies

UR - http://hdl.handle.net/10807/124590

M3 - Conference contribution

SN - 978-90-361-0450-0

SP - 173

EP - 185

BT - Proceedings of the Eighth Conference of the International Society for the Study of Argumentation

T2 - 8th International Society for the Study of Argumentation Conference (ISSA)

Y2 - 1 July 2014 through 4 July 2014

ER -

A study of undergraduate and graduate students' argumentation in learning contexts of higher education

Abstract

Convegno

Keywords

Altri file e collegamenti

Fingerprint

Cita questo