COMPARATIVE INTRAGROUP STUDY OF THE DEVELOPMENT OF ACADEMIC ARGUMENTATIVE SKILLS IN CONTEXT
Abstract
This work presents results of a comparative intragroup research, with quasi-experimental pre-test/post-test design was used with a control group, carried out in the Common Basic Cycle of the University of Buenos Aires in the subject Psychology during 2019. It corresponds to the fulfillment of the fourth objective of the Project UBACyT 2018-2020: to test the didactic pedagogical device to evaluate the development of written academic argumentative skills and the development of epistemic attitudes of disciplinary knowledge. The hypothesis of group difference is: Students who participate in a pedagogical-didactic device such as ZDP present greater development of an epistemic attitude of disciplinary knowledge and greater development of skills of analysis, reflection and academic writing argumentation than students who do not participate in such device. The project assumes the relevance of promoting ways of teaching and learning, off-centered from the traditional ways focused on the memoristic reproduction of texts.
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