Deliberative and Persuasive Argumentation in University Debates (72152)

Session Information: Learning Experience, Student Learning & Learner Diversity
Session Chair: Anna Catalan

Thursday, 21 September 2023 09:55
Session: Session 1
Room: Nova Icaria
Presentation Type:Oral Presentation

All presentation times are UTC + 2 (Europe/Madrid)

There is evidence developed in school settings that shows that argumentation between peers is a way of promoting learning (Larrain et al., 2018). This evidence indicates that not all argumentation has the same impact, being the deliberative argumentation (discuss collaboratively with others) the one that would have effects on learning (Felton et al., 2009). Unlike what happens in school settings, the evidence in universities is contradictory: some research indicates that deliberative argumentation would be the best way to learn, and others that persuasive argumentation in the framework of debate would be the best way to learn. The first step to clarify the above is to distinguish whether, through an instructional design, it is possible to promote a differential way of speaking (deliberate/persuade).
We carried out a study of teaching–learning sequence, and we elaborated two designs of debate, one that promoted persuasion and another deliberation. We conducted a pilot implementation with 37 university students. We qualitatively analyze the argument from these data by adapting Felton's coding procedure (2018). The main findings show that there was greater partial agreement, anticipation, reflexivity, and a friendly atmosphere in the deliberative debates, there was also only a change of position in the deliberative debates, but not in the persuasive ones. Finally, we discussed the results, theorizing their relationship with learning.

Ingrid González-Palta, Universidad Alberto Hurtado, Chile

About the Presenter(s)
Mr Ingrid González-Palta is a University Doctoral Student at Universidad Alberto Hurtado in Chile

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00