Argumentative Skills Development in Teaching Philosophy to Secondary School Students through Constructive Controversy: An Exploratory Study Case

Autor/inn/en	Morais, Teresa; Silva, Helena; Lopes, José; Dominguez, Caroline
Titel	Argumentative Skills Development in Teaching Philosophy to Secondary School Students through Constructive Controversy: An Exploratory Study Case
Quelle	In: Curriculum Journal, 28 (2017) 2, S.249-265 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2016.1267654
Schlagwörter	Persuasive Discourse; Skill Development; Essays; Philosophy; Ethics; Thinking Skills; Political Attitudes; Cooperative Learning; Social Responsibility; Secondary School Students; Teaching Methods; Grade 10; Case Studies; Foreign Countries; Learning Activities; Intervention; Portugal + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Essay; Aufsatzunterricht; Philosophie; Ethik; Denkfähigkeit; Political attitude; Politische Einstellung; Kooperatives Lernen; Soziale Verantwortung; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Lernaktivität
Abstract	The use of argumentative strategies that promote the defense of well-grounded personal arguments contributes to the development of a critical, ethical and political thought that leads to responsible and socially committed people. Based on the quality of the produced arguments in philosophical essays, this work evaluates the potential application of a cooperative learning method -- the constructive controversy -- for the development of argumentative skills in secondary school students in philosophy. The quality of the arguments was evaluated through the analysis of a total of 144 philosophical essays produced by the students over a school year. The results point to the advantages of using this method over more traditional ones in the acquisition of argumentative skills. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01