Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/108422
Title: What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
Author: Rapanta, C.
Garcia-Milà, Mercè
Gilabert, S.
Keywords: Argumentació (Lingüística)
Competències bàsiques en educació
Avaluació educativa
Argumentation (Linguistics)
Competency based education
Educational evaluation
Issue Date: Dec-2013
Publisher: SAGE Publications
Abstract: The need to enhance argument skills through education has become increasingly evident during the last 20 years. This need has resulted in an ongoing discussion that focuses on students' and teachers' argumentation, and its support. However, apart from the extended competence-based discourse, no clear and homogeneous definition exists for argumentative competence and its constituent skills. To respond to this deficiency, we conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, we constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework's application is the emergence of three levels of argumentative competence, namely, metacognitive, metastrategic, and epistemological competence. We consider this result the beginning of further research on the psycho-pedagogical nature of argument skills and their manifestation as competent performance.
Note: Versió postprint del document publicat a: https://doi.org/10.3102/0034654313487606
It is part of: Review of Educational Research, 2013, vol. 83, num. 4, p. 483-520
Related resource: https://doi.org/10.3102/0034654313487606
URI: http://hdl.handle.net/2445/108422
ISSN: 0034-6543
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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