Habilidades de argumentación escrita: Una propuesta de medición para estudiantes de quinto básico

• Autores: Antonia Larraín, Paulina Freire, Trinidad Olivos
• Localización: Psicoperspectivas, ISSN-e 0718-6924, Vol. 13, Nº. 1, 2014, págs. 94-107
• Idioma: español
• DOI: 10.5027/psicoperspectivas-Vol13-Issue1-fulltext-287
• Títulos paralelos:
  • Written argumentation abilities: A proposed metric for fifth graders
• Enlaces
  • Texto completo
• Dialnet Métricas: 22 Citas
• Resumen
  • español

    La habilidad para argumentar es fundamental para la inserción en sociedad. Sin embargo, la evidencia sugiere que los sistemas escolares muestran poca capacidad para promover el desarrollo de estas habilidades. En parte, esto se debe a la dificultad para medirla y reconocer su progreso. El objetivo de este estudio fue construir un instrumento para medir habilidades de argumentación escrita en niños y niñas de quinto básico que asisten a establecimientos municipales del sector poniente de la Región Metropolitana de Santiago. Participaron 154 estudiantes chilenos (77 niñas). Se encontró evidencia que apoya la confiabilidad del instrumento y su capacidad de informar el nivel de desarrollo de distintas dimensiones de la habilidad de argumentación escrita. Con respecto al desempeño de los estudiantes, coherente a lo esperado, la mayoría de los estudiantes son capaces de elaborar opiniones y argumentos simples y comprender contra-argumentos. Sin embargo, presentan claras dificultades para elaborar contra-argumentos.

  • English

    The ability to argue is fundamental to be socially fit. However, evidence suggests that school systems show little capability to promote the development of these kinds of skills. In part, this is a consequence of the difficulty to measure and acknowledge progress. The objective of these study was to construct an instrument to measure written argumentation skills in fifth graders of municipal schools in the western metropolitan area of Santiago. 154 Chilean students participated, 77 of whom were girls. Findings supports the claim that the instrument is reliable and able to report the level of development along several dimensions of written argumentation skills. Consistent with expectations, most students were able to elaborate opinions and simple arguments and to understand counter-arguments. However, they clearly had difficulties providing counter-arguments.

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