Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom

1 recurso en línea (79 páginas) : ilustraciones color, tablas, figuras.

Autores:
Duarte Infante, Angela Vanessa
Fonseca Velandia, Sandra Milena
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2018
Institución:
Universidad Pedagógica y Tecnológica de Colombia
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RiUPTC: Repositorio Institucional UPTC
Idioma:
eng
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http://repositorio.uptc.edu.co/handle/001/2784
Palabra clave:
Formación profesional de maestros
Maestros
Personal docente
Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas
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openAccess
License
Copyright (c) 2018 Universidad Pedagógica y Tecnológica de Colombia
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dc.title.spa.fl_str_mv Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
title Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
spellingShingle Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
Formación profesional de maestros
Maestros
Personal docente
Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas
title_short Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
title_full Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
title_fullStr Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
title_full_unstemmed Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
title_sort Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom
dc.creator.fl_str_mv Duarte Infante, Angela Vanessa
Fonseca Velandia, Sandra Milena
dc.contributor.advisor.spa.fl_str_mv Ramos Holguín, Bertha
dc.contributor.author.none.fl_str_mv Duarte Infante, Angela Vanessa
Fonseca Velandia, Sandra Milena
dc.subject.armarc.none.fl_str_mv Formación profesional de maestros
Maestros
Personal docente
Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas
topic Formación profesional de maestros
Maestros
Personal docente
Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas
description 1 recurso en línea (79 páginas) : ilustraciones color, tablas, figuras.
publishDate 2018
dc.date.issued.none.fl_str_mv 2018
dc.date.accessioned.none.fl_str_mv 2019-08-12T16:23:19Z
dc.date.available.none.fl_str_mv 2019-08-12T16:23:19Z
dc.type.spa.fl_str_mv Trabajo de grado - Pregrado
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dc.identifier.citation.spa.fl_str_mv Duarte Infante, A. V. & Fonseca Velandia, S. M. (2018). Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2784
dc.identifier.uri.none.fl_str_mv http://repositorio.uptc.edu.co/handle/001/2784
identifier_str_mv Duarte Infante, A. V. & Fonseca Velandia, S. M. (2018). Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2784
url http://repositorio.uptc.edu.co/handle/001/2784
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Allen, M. (Ed.). (2017). The SAGE encyclopedia of communication research methods. Thousand Oaks, CA: SAGE Publications, Inc.
Bandura, A. (1990). Reflections on notability determinants of competence. In R. J. Sternberg & J. Kolligian, Jr. (Eds.), Competence considered (pp. 315-362). New Haven, CT: Yale
Baruch B, Schwarz & Christa S. (2008). Argumentation and Reasoning. K.Littleton, C.Wood, & J, Kleine. (Eds.). Retrieved from https://scholars.huji.ac.il/sites/default/files/christaasterhan/files/argumentationreasoning_elsevierhandbook.pdf
Braaksma, M.A.H., & Rijlaarsdam, G. (1997). Learning to write and read argumentative texts by observation. An explorative study on effective learning activities in observation tasks. Paper presented at the 7th European Conference for Research on Learning and Instruction, Athens, Greece.
Borgatti, S. (n.d.). Introduction to grounded theory. Retrieved from http://www.analytictech.com/mb870/introtogt.htm
Bullock, M., Gelman, R., & Baillergeon, R. (1982). The development of causal reasoning. In W.J. Friedman (Ed.). The Developmental Psychology of Time (pp. 209-254). New York: Academic Press.
Cahilll, A. & Bloch-Schulman, S. (2012). Argumentation step-by-step: Learning critical thinking through deliberate practice. Teaching Philosophy, 35(1), 41-62. Retrieved from https://www.unl.edu/philosophy/Pedagogy-Cahill&Bloch-Schulman.pdf
Casey, R. (2004). Implementation of a cultural diversity program in an urban Catholic male high school. Retrieved from Rowan University Rowan Digital Works Theses and Dissertations. (1125)
Casey, D. (2004). Choosing an appropriate method of data collection. Issues in Research.(Eds.).Nurse Researcher. Retrieved from https://pdfs.semanticscholar.org/d647/fc7c291f0b1921df82b75fe27e68da09670d.pdf
Cooper, H. (2006). Duke study: homework helps students succeed in school, as long as there isn’t too much. Duke Today. Retrieved from https://today.duke.edu/2006/03/homework.html
Creswell, J. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Drid, T. (2016). The realm of argumentation: Basics and history. Kasdi Merbah University, 101- 112. Retrieved from https://www.researchgate.net/publication/298353549 _The_Realm_of_Argumentation
Dillenbourg, P. (1999). What do you mean by ‘collaborative learning?’ In P. Dillenbou (Ed.), Collaborative-Learning: Cognitive and Computational Approaches (pp. 1–19). Oxford: Elsevier.
Dawson, V., & Venville, G. (2008). Teaching strategies for developing students’ argumentation skills About socioscientific issues in high school genetics. Research in Science Education, 40(2), 133-148.
Denzin, N. K. & Lincoln, Y. S. (2005). The Sage Handbook of Qualitative Research. Thousand Oaks, CA: Sage.
Duff, A.P, & Anderson, T. (2016). Case study research. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp. 112-118). Cambridge, UK: university Printing House.
Emeren, F. H., & Grootendorst, R. (2006). Developments in argumentation theory. Retrieved from http://www.dwc.knaw.nl/DL/publications/PU00010570.pdf
Emeren F. H., & Houtlosser, P. (2003). The development of the pragma-dialectical approach to argumentation. Argumentation, 17, 387-403.
Emeren, F.H., Grootendorst, R., & Henkemans, F.S. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, NJ: Erlbaum.
Epstain, J. (2009). Home and School connections in schools of the future: implications of research on Parent Involvement. Peaboy Journal of education (Eds.) 62:2, 18-41, DOI: 10.1080/01619568509538471.
Freely, A. J. & Steinberg, D. L. (2009). Argumentation and debate critical thinking for reasoned decision making (12th ed.). Boston, MA: Wadsworth Cengage Learning.
Freitas, H, Oliveira,M, Jenkins,M, and Pop , Joy O. (1998).The Focus Group, a qualitative research method. ISRC, Merrick School of Business, University of Baltimore, (pp. 22).
Fukuda, S. (2003). Attitudes toward argumentation in college EFL classes in Japan. Proceedings of the First Asia TEFL International Conference (pp. 417-418). Pusan, Korea.
Fussel, S. (2014). The verbal communication of emotions. London and New York: Routledge Taylor & Francis group.
Glassner, A. & Schwarz, B. B. (2005). The antilogos ability to evaluate information supporting arguments. Learning and Instruction, 15, 353-375.
Gordon, J. (2016). Education for personal development and wel-being. Retrieved from http://www.lll-interestgroup.eu/pdf/LLLIG_report_1_2016.pdf
Hahn. U & Oaksford M. (2012). Rational Argument. D. Bourget., D. Chalmers. (Eds.), Normative Theory of Argument Strength. (pp. 277-285). Researchgate. Philpapers. doi : 10.1093/oxfordhb/9780199734689.013.0015}
Huang. C. (2018). How culture influences children’s development. The conversation. Retrieved from http://theconversation.com/how-culture-influences-childrens-development-99791
Hymes, D.H. (1972). On Communicative Competence. In J.B. Pride and J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269 -293). Harmondsworth: Penguin.
Ioana A.C., Hopârtean A.M. , Hoelscher C. S., Ileş I:A.& Straub S.K. Argumentation and Advocacy, Volume 51, 2015 - Issue 4.
Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig, E. Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts (pp. 3-22). Ashland, OH, US: Hogrefe & Huber Publishers
Krieger, D. (2005). Teaching debate to ESL students: A six-class unit. The Internet TESL Journal, 11(2). Retrieved from http://iteslj.org/Techniques/Krieger-Debate.html
Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22(4), 545-552.
Kuhn. D., & Wadiya, U. (2003). The development of argument skills. Child Development, 74(5), 1245-1260.
Instituto Colombiano para el fomento de la educación superior (ICFES). (2006). ¿Qué evaluan las pruebas? Retrieved from https://www.scribd.com/doc/4093925/Que-Evaluan-las- pruebas-Icfes-a-partir-de-2006
London Metropolitan University Students’ Union. (2014 - 2015). Building your argument. Retrieved from https://www.londonmetsu.org.uk/advice/heroes_villains/argument/
Marttunena, M., Laurinena, L., Litosselitib, L., & Lundc, K. (2005). Argumentation skills as prerequisites for collaborative learning among Finnish, French, and English secondary school students. Educational Research and Evaluation, 11(4), 365-384, DOI: 10.1080/13803610500110588
Mcleod, S. (2018). Lev Vigotsky. Symply Psychology. Retrieved from https://www.simplypsychology.org/simplypsychology.org-vygotsky.pdf
Merriam, S. (1998). Qualitative research and case study applications in education (2nd ed.). San Francisco, CA: Jossey-Bass Publishers.
Myers, W. & Blaire, S. (2017). Should Religion be taught in Public Schools?. Northem Express. Retrieved from https://www.northernexpress.com/news/opinion/should-religion-be-taught-in-public-schools/
Ministerio de Educación Nacional. (2008). Propuesta De Lineamientos Para La Formación Por Competencias En Educación Superior. Retrieved from https://www.mineducacion.gov.co/1621/articles-261332_archivo_pdf_lineamientos.pdf
Núñez, A., & Téllez, M. F. (2012). Using debates in the classroom: A pedagogical strategy for the development of the argumentative competence in the teaching of English as a foreign language. Bogotá, CO: Publicaciones Universidad Externado de Colombia.
Parcher, J. (1998). The value of debate: Adapted from the report of the Philodemic Debate Society, Georgetown University. Retrieved from http://www.pbcfl.net/curriculum/coaching/60general/gc01.pdf
Pascual, R. (1997). La argumentación: Nociones generales. In D. Romero (Ed.), Propaganda política: Discurso y argumentación (pp. 41-49). Buenos Aires: Los Libros del Riel.
Patton, M. (2002).Qualitative Research and Evaluative Methods. Third Edition. Thousand Oaks, CA: Sage Publications.
Schwarz, B.B. & Asterhan, C. (2010). Argumentation and reasoning. In K. Littleton, C. Wood, & J. Kleine Staarman (Eds.), International Handbook of Psychology in Education (pp. 137- 176). Bingley, UK: Emerald Group Publishing. Retrieved from https://www.researchgate.net/publication/283437691_Argumentation_and_reasoning
Smithson,J.(2000). Using and analysing focus groups: limitations and possibilities. Taylor & Francis (Eds.), Social Research Methodology. Vol.3, N°. 2 (pp. 103-119) Retrieved from http://www.sfu.ca/~palys/Smithson-2000-Using&AnalysingFocusGroups.pdf
Song, Y., Deane, P., Graf, E. A., van Rijn, P. (2013). Using Argumentation Learning Progressions to Support Teaching and Assessments of English Language Arts. Retrieved from https://www.ets.org/Media/Research/pdf/RD_Connections_22.pdf
Takkaç Tulgar, A. (2016). The role of pragmatic competence in foreign language education. Turkish Online Journal of English Language Teaching (TOJELT), 1(1), 10–19.
Toulmin, S. E. (2003). The uses of argument. Cambridge: Cambridge University Press.
Tukey, J. (1977). Exploratory data analysis. Reading, MA: Addison-Wesley.
Tumposky, N. (2004). The debate debate. Dwight, H. (Eds). Heldref publications. Retrieved from https://eric.ed.gov/?id=EJ708690
Tello, Y. (2006). Developing pragmatic competence in a foreign language. Colombian Applied Linguistics, (8), 169-182.
Ubaque, D. F., & Pinilla C. F. S. (2016). Argumentation skills: A peer assessment approach to discussions in the EFL classroom. PROFILE Issues in teachers' Professional Development, 18(2), 111-123
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.
Weston. A. (2004). A rulebook for arguments (3rd ed.). Indianapolis, IN: Hackett Publishing Company, Inc.
Yanklowitz, S. (2017). Developing cognitive competence: Learning the skills of argument. Retrieved from https://www.huffingtonpost.com/rabbi-shmuly-yanklowitz/cognitive- competence_b_3764561.html
Yin, R. K. (2003). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage. Retrieved from http://www.madeira-edu.pt/LinkClick.aspx?fileticket =Fgm4GJWVTRs%3D&tabid=3004
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spelling Ramos Holguín, BerthaDuarte Infante, Angela VanessaFonseca Velandia, Sandra Milena2019-08-12T16:23:19Z2019-08-12T16:23:19Z2018Duarte Infante, A. V. & Fonseca Velandia, S. M. (2018). Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2784http://repositorio.uptc.edu.co/handle/001/27841 recurso en línea (79 páginas) : ilustraciones color, tablas, figuras.One of the objectives of this project is to comprehend how pre-service teachers’ development takes place. Thus, this small-scale project attempts to explore the argumentative skills used by future teachers. In this way, we can provide some ideas about how specific competences take place in the Foreign Languages program at the UPTC.Bibliografía y webgrafía: páginas 63-69.PregradoLicenciado en Lenguas Extranjerasapplication/pdfengUniversidad Pedagógica y Tecnológica de ColombiaEscuela de Lenguas ExtranjerasFacultad de Ciencias de la EducaciónCopyright (c) 2018 Universidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Using educational issues workshops as a pedagogical strategy to explore the argumentative competence in the EFL classroomTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Allen, M. (Ed.). (2017). The SAGE encyclopedia of communication research methods. Thousand Oaks, CA: SAGE Publications, Inc.Bandura, A. (1990). Reflections on notability determinants of competence. In R. J. Sternberg & J. Kolligian, Jr. (Eds.), Competence considered (pp. 315-362). New Haven, CT: YaleBaruch B, Schwarz & Christa S. (2008). Argumentation and Reasoning. K.Littleton, C.Wood, & J, Kleine. (Eds.). Retrieved from https://scholars.huji.ac.il/sites/default/files/christaasterhan/files/argumentationreasoning_elsevierhandbook.pdfBraaksma, M.A.H., & Rijlaarsdam, G. (1997). Learning to write and read argumentative texts by observation. An explorative study on effective learning activities in observation tasks. Paper presented at the 7th European Conference for Research on Learning and Instruction, Athens, Greece.Borgatti, S. (n.d.). Introduction to grounded theory. Retrieved from http://www.analytictech.com/mb870/introtogt.htmBullock, M., Gelman, R., & Baillergeon, R. (1982). The development of causal reasoning. In W.J. Friedman (Ed.). The Developmental Psychology of Time (pp. 209-254). New York: Academic Press.Cahilll, A. & Bloch-Schulman, S. (2012). Argumentation step-by-step: Learning critical thinking through deliberate practice. Teaching Philosophy, 35(1), 41-62. Retrieved from https://www.unl.edu/philosophy/Pedagogy-Cahill&Bloch-Schulman.pdfCasey, R. (2004). Implementation of a cultural diversity program in an urban Catholic male high school. Retrieved from Rowan University Rowan Digital Works Theses and Dissertations. (1125)Casey, D. (2004). Choosing an appropriate method of data collection. Issues in Research.(Eds.).Nurse Researcher. Retrieved from https://pdfs.semanticscholar.org/d647/fc7c291f0b1921df82b75fe27e68da09670d.pdfCooper, H. (2006). Duke study: homework helps students succeed in school, as long as there isn’t too much. Duke Today. Retrieved from https://today.duke.edu/2006/03/homework.htmlCreswell, J. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.Drid, T. (2016). The realm of argumentation: Basics and history. Kasdi Merbah University, 101- 112. Retrieved from https://www.researchgate.net/publication/298353549 _The_Realm_of_ArgumentationDillenbourg, P. (1999). What do you mean by ‘collaborative learning?’ In P. Dillenbou (Ed.), Collaborative-Learning: Cognitive and Computational Approaches (pp. 1–19). Oxford: Elsevier.Dawson, V., & Venville, G. (2008). Teaching strategies for developing students’ argumentation skills About socioscientific issues in high school genetics. Research in Science Education, 40(2), 133-148.Denzin, N. K. & Lincoln, Y. S. (2005). The Sage Handbook of Qualitative Research. Thousand Oaks, CA: Sage.Duff, A.P, & Anderson, T. (2016). Case study research. In J.D. Brown & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp. 112-118). Cambridge, UK: university Printing House.Emeren, F. H., & Grootendorst, R. (2006). Developments in argumentation theory. Retrieved from http://www.dwc.knaw.nl/DL/publications/PU00010570.pdfEmeren F. H., & Houtlosser, P. (2003). The development of the pragma-dialectical approach to argumentation. Argumentation, 17, 387-403.Emeren, F.H., Grootendorst, R., & Henkemans, F.S. (1996). Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, NJ: Erlbaum.Epstain, J. (2009). Home and School connections in schools of the future: implications of research on Parent Involvement. Peaboy Journal of education (Eds.) 62:2, 18-41, DOI: 10.1080/01619568509538471.Freely, A. J. & Steinberg, D. L. (2009). Argumentation and debate critical thinking for reasoned decision making (12th ed.). Boston, MA: Wadsworth Cengage Learning.Freitas, H, Oliveira,M, Jenkins,M, and Pop , Joy O. (1998).The Focus Group, a qualitative research method. ISRC, Merrick School of Business, University of Baltimore, (pp. 22).Fukuda, S. (2003). Attitudes toward argumentation in college EFL classes in Japan. Proceedings of the First Asia TEFL International Conference (pp. 417-418). Pusan, Korea.Fussel, S. (2014). The verbal communication of emotions. London and New York: Routledge Taylor & Francis group.Glassner, A. & Schwarz, B. B. (2005). The antilogos ability to evaluate information supporting arguments. Learning and Instruction, 15, 353-375.Gordon, J. (2016). Education for personal development and wel-being. Retrieved from http://www.lll-interestgroup.eu/pdf/LLLIG_report_1_2016.pdfHahn. U & Oaksford M. (2012). Rational Argument. D. Bourget., D. Chalmers. (Eds.), Normative Theory of Argument Strength. (pp. 277-285). Researchgate. Philpapers. doi : 10.1093/oxfordhb/9780199734689.013.0015}Huang. C. (2018). How culture influences children’s development. The conversation. Retrieved from http://theconversation.com/how-culture-influences-childrens-development-99791Hymes, D.H. (1972). On Communicative Competence. In J.B. Pride and J. Holmes (Eds.), Sociolinguistics: Selected readings (pp. 269 -293). Harmondsworth: Penguin.Ioana A.C., Hopârtean A.M. , Hoelscher C. S., Ileş I:A.& Straub S.K. Argumentation and Advocacy, Volume 51, 2015 - Issue 4.Klieme, E., Hartig, J., & Rauch, D. (2008). The concept of competence in educational contexts. In J. Hartig, E. Klieme, & D. Leutner (Eds.), Assessment of competencies in educational contexts (pp. 3-22). Ashland, OH, US: Hogrefe & Huber PublishersKrieger, D. (2005). Teaching debate to ESL students: A six-class unit. The Internet TESL Journal, 11(2). Retrieved from http://iteslj.org/Techniques/Krieger-Debate.htmlKuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22(4), 545-552.Kuhn. D., & Wadiya, U. (2003). 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