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ERIC Number: EJ1141787
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0958-5176
Argumentative Skills Development in Teaching Philosophy to Secondary School Students through Constructive Controversy: An Exploratory Study Case
Morais, Teresa; Silva, Helena; Lopes, José; Dominguez, Caroline
Curriculum Journal, v28 n2 p249-265 2017
The use of argumentative strategies that promote the defense of well-grounded personal arguments contributes to the development of a critical, ethical and political thought that leads to responsible and socially committed people. Based on the quality of the produced arguments in philosophical essays, this work evaluates the potential application of a cooperative learning method -- the constructive controversy -- for the development of argumentative skills in secondary school students in philosophy. The quality of the arguments was evaluated through the analysis of a total of 144 philosophical essays produced by the students over a school year. The results point to the advantages of using this method over more traditional ones in the acquisition of argumentative skills.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A