Author
Fabiana María Moisés
Bio: Fabiana María Moisés is an academic researcher from National University of Tucumán. The author has contributed to research in topics: Argumentative & Critical thinking. The author has an hindex of 1, co-authored 1 publications receiving 1 citations.
Topics: Argumentative, Critical thinking
Papers
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TL;DR: In this article, the authors synthesise the results of a collaborative research, carried out in a public high school in the northwest of Argentina, whose objective was the design, implementation and evaluation of teaching strategies that prioritise the development of dialogical argumentative practices in order to promote critical thinking when learning philosophy.
Abstract: Research in different educational contexts has shown the difficulties that high school students have understanding texts of a certain complexity and substantiating their own positions regarding several disciplinary contents. In Argentina, studies have focused on diagnostic studies on the understanding of narrative and expositive texts, but not on the effects of the implementation of teaching initiatives that favor the understanding and production of argumentative texts. In this article, we synthesise the results of a collaborative research, carried out in a public high school in the northwest of Argentina, whose objective was the design, implementation and evaluation of teaching strategies that prioritise the development of dialogical argumentative practices in order to promote critical thinking -in a broad sense- (Paul and Elder, 2003), when learning Philosophy. Results were triangulated from three data sources: students’ productions, students and teachers’ perspectives, and the implemented teaching sequences.
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01 Apr 2021
TL;DR: In this paper, the authors analyze the space that l’auteure attribue en Argentine a l'oral dans les contenus curriculaires and dans the pratiques d'enseignement-apprentissage, en lien avec ce que làuteure considere comme des matrices enracinees ou des prataiques traditionnelles persistantes, face a des defis encore a relever ou a des pratsiques innovantes deja en place.
Abstract: L’objectif de cet article est d’analyser l’espace que l’on attribue en Argentine a l’oral dans les contenus curriculaires et dans les pratiques d’enseignement-apprentissage, en lien avec ce que l’auteure considere comme des matrices enracinees ou des pratiques traditionnelles persistantes, face a des defis encore a relever ou a des pratiques innovantes deja en place. Malgre des avancees significatives, au cours des quatre dernieres decennies, aussi bien dans les conceptions de l’oralite (notamment dans ses relations avec la lecture et l’ecriture) qu’en ce qui concerne la place que celle-ci devrait occuper dans les pratiques des divers champs disciplinaires, celles-ci n’ont pas encore ete generalisees dans les classes argentines.