What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
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论证能力是什么意思？
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发表时间：
2013
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通讯作者：
Sandra Gilabert
中科院分区：
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作者：
Chrysi Rapanta;Merce Garcia;Sandra Gilabert
在过去的 20 年里，通过教育增强论证技能的必要性变得越来越明显。这种需求引发了一场持续的讨论，重点关注学生和教师的论证及其支持。然而，除了基于能力的扩展话语之外，辩论能力及其构成技能还没有明确且同质的定义。为了弥补这一缺陷，我们对迄今为止在教育领域提出的论证分析和评估方法进行了综合文献综述。具体来说，我们构建了一个解释框架，以连贯且有意义的方式组织 97 项审查研究中包含的信息。该框架应用的主要结果是出现了三个层次的论证能力：元认知能力、元策略能力和认识论能力。我们认为这一结果是进一步研究论证技巧的心理教育性质及其作为胜任表现的表现的开始。
The need to enhance argument skills through education has become increasingly evident during the past 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: 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.