Argumentative skills development in teaching philosophy to secondary school students through constructive controversy: an exploratory study case |
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| Authors: | Teresa Morais Helena Silva José Lopes Caroline Dominguez |
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| Institution: | 1. Escola S/3 S. Pedro, Vila Real, Portugalteresamorais@escolasaopedro.pt;3. Faculdade de Psicologia e Ciências da Educa??o, CIIE – Centro de Investiga??o e Interven??o Educativas, Universidade do Porto, Porto, Portugal;4. Departamento de Educa??o e Psicologia, Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal;5. LabDCT/CIDTFF – Laboratório de Didática de Ciências e Tecnologia/Centro de Investiga??o Didática e Tecnologia na Forma??o de Formadores, Universidade de Aveiro, Aveiro, Portugal;6. Departamento de Engenharia, Universidade de Trás-os-Montes a Alto Douro, Vila Real, Portugal |
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| 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. |
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| Keywords: | Constructive controversy argumentative skills philosophy education argumentation |
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