A study of undergraduate and graduate students' argumentation in learning contexts of higher education
This study sets out to examine to what extent the arguments used by undergraduate and graduate students refer to scientific notions and theories related to the discipline taught in the course. The results of this study indicate that only graduate students advance arguments that refer to scientific notions and theories strictly or somehow related to the discipline taught in the course, whereas undergraduate students typically advance arguments based on common-sense knowledge and previous personal experience.
Proceedings of the Eighth Conference of the International Society for the Study of Argumentation
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Eighth Conference of the International Society for the Study of Argumentation
Argumentative Strategies, Higher Education, Pragma-Dialectical Approach, Qualitative Research, Student-Teacher Interaction