Abstract

Written individual argumentative complexity of first-year and senior university students. liber. [online]. 2018, vol.24, n.2, pp.231-247. ISSN 1729-4827.  http://dx.doi.org/10.24265/liberabit.2018.v24n2.05.

The research compares the written individual argumentative complexity in socio-scientific tasks of psychology university students, based on the year of study (first-year/senior student) and the presence of an additional external representation system (graph). Seventy-two (72) students from an Argentine university participated in the study. They gave their written opinion about a socio-scientific situation that included arguments for and against it, and a group received an additional information system (graph). The productions were coded according to: (a) whether it was an argumentative text; (b) the number of arguments, difference from the main opinion, argumentative structure, and confirmatory bias in the argumentative texts; and (c) the use of information. The results showed a relationship between first-year students and the production of non-argumentative texts, and a relationship between senior students and the production of argumentative texts. The results of the theoretical conceptualization of the argumentative competence, and the design of educational materials for university training are discussed.

Keywords : argumentation; higher education; graphs; writing.

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