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Learning management strategy for
strengthening factual argumentation in
secondary school students
Estrategia de gestión del aprendizaje para el
fortalecimiento de la argumentación de hechos en
estudiantes de educación secundaria
María Julia Seminario-Juárez
*
Abstract
The general objective of this research was to design a learning
management strategy to strengthen the argumentation of facts in first
year high school students of the I.E. Horacio Zeballos Gámez. The
methodology used was a quantitative approach of applied type, with
descriptive scope and with a non-experimental design of transversal
mode. The information was obtained from the survey applied to the
teachers of the school under investigation. The results show that only
16% of students are at the achieved level; it is understood that 8 out
of 10 students need to strengthen their ability to argue facts because
they are at a process or beginning level with respect to this skill.
Based on the results, a proposal for learning management strategies
(monitoring and feedback) was developed to promote the
development of factual argumentation processes in the area of Social
Sciences to improve the learning of first grade high school students,
based mainly on the Theory of Constructivism, on the contributions
* Master's Degree, Universidad César Vallejo, Piura, Peru
mseminariojuarez@ucvvirtual.edu.pe,
https://orcid.org/0000-0002-4817-6043
Article
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of Piaget and Vigotsky, as well as on Ausubel's Meaningful
Learning, also considering the current digital environment and
reality.
Keywords: Factual argumentation, monitoring, feedback, learning
management proposal.
.
Resumen
La presente investigación tuvo como objetivo general diseñar la
estrategia de gestión del aprendizaje para fortalecer la
argumentación de hechos en los estudiantes de primer año de
secundaria de la I.E. Horacio Zeballos Gámez. Se utilizó la
metodología de enfoque cuantitativo de tipo aplicada, con alcance
descriptivo y con un diseño no experimental de modo transversal. La
información se obtuvo de la encuesta aplicada a los docentes de la
escuela objeto de la investigación. Los resultados demuestran que
apenas un 16% de estudiantes está en el nivel logrado; entendiéndose
que 8 de cada 10 estudiantes necesitan fortalecer su capacidad de
argumentar hechos porque están en un nivel de proceso o de inicio
respecto a esta habilidad. En base a los resultados se elaboró una
propuesta de estrategias de gestión del aprendizaje (monitoreo y
retroalimentación) para promover el desarrollo de procesos de
argumentación de hechos en el área de Ciencias Sociales para la
mejora de los aprendizajes de los estudiantes de primer grado de
secundaria, fundamentada principalmente en la Teoría del
constructivismo, en los aportes de Piaget y Vigotsky, como también
en el Aprendizaje Significativo de Ausubel, considerando además el
entorno y la realidad digital actual.
Palabras clave: Argumentación de hechos, monitoreo,
retroalimentación, propuesta de gestión del aprendizaje.
Introduction
Argumentation is a skill framed within the development of critical
thinking, which deals with the act of reflecting judiciously and
rationally that every person performs when making a decision,
expressing their points of view and expressing their value judgments
regarding a fact or situation. The development of this thinking of
high cognitive demand favors the evaluation of arguments or
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propositions and the undertaking of new concepts for the elaboration
of conclusions.
Learning management and the ability to argue will influence for or
against the quality of what students learn and the pedagogical
practice of teachers. This invites us to consider the need to know
scientifically about the two variables and their possible influence or
how they relate to each other in order to develop approaches to
improve in favor of learners.
Arguing is a way of discourse that should be assumed by students
and taught in science classes, based on a scientific literacy from a
critical reading of different sources, participation in debates and
argumentation, according to Osborne (2010) cited by (Sánchez
Mejía et al., 2013). One of the main reasons for teaching
argumentation is the social nature of scientific knowledge, which
makes it necessary for students to construct and analyze scientific
arguments with social implications.
According to García-Mila and Andersen (2008), as cited by Sánchez
Mejía et al. (2013)the cognitive foundation of argumentation
learning is framed in two dimensions: The inter-psychological
dimension (group discussion), which seeks the identification of
premises necessary for the justification of a postulate, the
identification of postulate without evidence in the partner's argument
and refuting the partner's advance in arguing; and the intra-
psychological dimension which considers that the processes
assumed in argumentation are inference (by generating new thought
from a previous one), thinking (advanced way of inference with a
purpose) and reasoning (advanced way of thinking by evaluating
thoughts with respect to a purpose).
Regarding Stephen Toulmin's proposal on argumentation, in his
evolutionary theory on sciences, he states that, although our thoughts
are individual and personal, our linguistic and conceptual heritage
by which these thoughts are expressed, is public property (Sánchez
Mejía et al., 2013). This author emphasizes that the processes of
science should be directed, not to the accuracy of the handling of
concepts, but to the critical attitudes through which students learn to
judge, in spite of the concepts expressed by their teachers. In other
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words, it is fundamental to explicitly teach processes for reasoning
and arguing.
According to Facione (1990) cited by Mora Duque & Parra Peralta
(2015), the intellectual skills that constitute critical thinking are:
Interpretation, Analysis, Evaluation, Inference, Argumentation /
Explanation, Self-regulation. For each of these skills he establishes
its meaning and the sub-skills it requires or includes. Regarding
Argumentation / Explanation, it indicates that it is the enunciation of
results from personal reasoning, its justification based on conceptual,
methodological, contextual, and evidence criteria considerations, to
then present it as one's own reasoning with convincing arguments.
The following sub-skills are established as sub-skills: presentation
of results, justification of procedures and presentation of arguments.
For Cepeda Sainea (2019) the levels of argumentative competence
are: Level 1: Comprehension of arguments that constitute a simple
description of an experience. Level 2: Comprehension of arguments
in which data and a conclusion (claim) are clearly identified. Level
3: Comprehension of arguments in which data, conclusions (claim)
and justification (warrant) are clearly identified. Level 4:
Comprehension of arguments in which data, conclusions and
justifications (warrants) are identified, making use of qualifiers or
theoretical support (backing). Level 5: Comprehension of arguments
consisting of data, conclusion(s), justification(s), support(s) and
counterargument(s).
In the search for strategies to develop these levels of argumentation,
the Peruvian Ministry of Education has proposed rubrics for the
evaluation of teaching performance (MINEDU, 2017), to the extent
that teachers seek to develop criticality, creativity and reasoning in
their students (Salazar Aguirre & Cabrera, Cabrera, 2020). For this
case, the following dimensions are considered: a) to assume a
position in favor and against in relation to a topic, b) to expose the
reasons for the position assumed and c) to sustain ideas and
conclusions exposed; according to the sub-skills of argumentation
mentioned by Facione (1990) cited by. Mora Duque & Parra Peralta,
(2015).
The reviewed works contribute to the theoretical support that
highlights the development of argumentative skills and their
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attention through learning management. The formulation of the
research problem is determined by the question: How does the
proposal of the learning management strategy strengthen the
argumentation of facts in first year students of the Horacio Zeballlos
Gámez Tambogrande Educational Institution, Piura, Peru? From this
approach, the importance of knowing the argumentative sub-skills
that intervene in the learning of argumentation and that will facilitate
the approach of the monitoring and evidence feedback processes to
improve the development of this ability is highlighted.
The general objective is to design a learning management strategy to
strengthen the argumentation of facts in first year high school
students of the Horacio Zeballos Gámez Educational Institution.
Therefore, this documentary and descriptive study provides
information of a scientific nature and constitutes a great effort in the
search for improvements in the teaching and learning processes,
specifically in the development of argumentative skills.
Materials and methods
The research was developed within an applied quantitative approach
with a non-experimental design. In addition, the research had a
descriptive scope. Non-probabilistic convenience sampling was
used, selecting participants from an educational institution located in
the district of Tambogrande in the Piura Province and Region,
according to the availability of access. The study group consisted of
a total of 32 teachers from I.E. Horacio Zeballos Gámez.
The technique used to collect the data was the survey and the
instrument applied was a questionnaire with 25 questions related to
the variable argumentation of facts and structured in 3 dimensions:
assuming a position, justifying the position and presenting
arguments. In addition, the Likert scale was used through the scoring
process to facilitate data collection and processing, with 5 response
alternatives: (1) Never, (2) Almost never, (3) Sometimes, (4) Almost
always and (5) Always.
Similarly, the instrument was measured with Cronbach's Alpha and
McDonald's Omega test, reaching a high reliability coefficient by
obtaining values above 0.8, as shown in Table 1.
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Table 1. Reliability of the instrument
Scale Reliability Statistics
Cronbach`s α
McDonald`s ꙍ
0.956
0.963
Source: Own elaboration
On the other hand, the data collected were entered into a matrix in
Microsoft Excel in order to be processed and to perform the
descriptive analysis. The survey applied to 32 education
professionals of the educational institution made it possible to know
the perception of the levels of argumentation in which the students
of first grade of secondary education find themselves, with results
both comprehensively and in each of its dimensions, which are
detailed below in tables of frequencies and percentages, providing a
clear vision of the difficulties they present and of the processes to
feedback.
Results
Table 2. Frequencies and percentages of the dependent variable
Argumentation of facts.
Range
Rating
VD: Argumentation of Facts
f
%
0-49
Home
5
15.63
50-76
Process
68.75
77-100
Achieved
5
15.63
Total
Source: Own elaboration
Table 2 shows the general results of the factual argumentation
variable. The teachers surveyed from Horacio Zeballos Gámez
Elementary School state that 68.8% of the students are at the Process
level, while only 15.6% are at the Achieved level and another similar
percentage (15.6%) are at the Beginning level with reference to the
ability to argue facts. Consequently, it can be indicated that
according to the perception of the respondents, most of the students
need to reinforce the processes of factual argumentation.
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Table 3 Frequencies and percentages of the dimensions: Assume
position, Justify position assumed , Present arguments.
Source: Own elaboration.
With reference to Table 3, the respondents affirm that the majority
of students (69%) are at the process level with respect to the
dimension of assuming a position while the minority is at the
achieved level (16%). According to the teachers' perception the
majority of students (68.75%) are at the process level with respect to
the dimension of justifying assumed posture, while (18.75%) are at
the achieved level and the least number of students are at the
beginning (12.50%). It is observed that the greatest number of
students (68.75%) are at the process level with respect to the
dimension of presenting arguments, while the minority is at the
achieved level (12.50%); 18.75% of students are at the beginning.
Regarding the results obtained, according to the indicators, it is
considered that before the application of strategies, students have a
deficient level of argumentation, observing that most of them do not
assume a position in favor or against in relation to a certain topic, do
not state the reasons for the position assumed, and are not able to
support the ideas they present.
The proposal of monitoring and feedback strategies for factual
argumentation is proposed: teachers collect evidence at the class
level, at the group level and at the personal level, on the students'
capacity to argue; giving descriptive feedback and in the best of
Range
Rating
D2 Justify
position
assumed
D3 Presenting
arguments
f
%
f
%
f
%
0-49
Home
5
12.5
0
18.
75
50-76
Process
68.7
5
68.
75
77-100
Achieved
5
18.7
5
12.
50
Total
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cases reflectively or by discovery in order to raise the level of
argumentation observed (MINEDU, 2017).
The proposal is justified because based on the Monitoring and
Feedback Strategies, factual argumentation will be strengthened in
secondary education students for their relevant school and personal
performance (MINEDU, 2018). In this proposal, it is intended that
for each learning session a pre-class moment, a during class and a
post-class moment be considered. In such a way that the monitoring
of the evidence of argumentation is carried out and this learning is
fed back to the students, questions and answers are formulated back
and forth, until a level of development of competencies is generated
(MINEDU, 2020; MINEDU 2016).
Monitoring involves collecting evidence produced by the entire
classroom, evidence generated by small groups and personal
evidence. In turn, giving elementary feedback, going through
providing descriptive feedback, until developing reflective or
discovery feedback (MINEDU, 2017), regarding the evidence
produced by the student individually, in small groups or at the
classroom level. The goal is to achieve that the action or product
performed by the student has the established evaluation criteria
(MINEDU, 2020). And in this goal a feedback to the learning
activity is also considered to achieve clarification of aspects that
offer difficulties in its understanding and then a feedback to the
evidence of learning produced by the high school student (Anijovich,
2019).
The general objective of the learning management strategy
proposal, based on the monitoring and feedback of learning
evidences, is: To propose management and accompaniment
strategies in the development of argumentation processes in the area
of Social Sciences for the improvement of the learning of first grade
high school students. The specific objectives are: To develop
strategies for the disciplinary management of factual argumentation
processes in students; To develop support strategies for the
development of factual argumentation processes in social sciences;
To evaluate the management and support proposal for the
development of argumentation processes.
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The bases that support the proposal are related to: Learning theories
such as constructivism and meaningful learning and connectivism or
theory for the digital era and digital humanism. Constructivism
proposes an educational paradigm in which the teaching process is
characterized by its dynamism, participation and interaction of the
learner, so that knowledge results from a real construction made by
the learning subject ("cognitive subject"). In pedagogical terms,
constructivism is applicable as a didactic conception in action-
oriented teaching. Piaget reaffirms that constructivism is centered on
the way knowledge is constructed, starting from interactivity with
the environment.
In another view, Vygotsky (1989), states that knowledge is centered
on how the social environment enables an internal reconstruction
process (Sánchez Mejía et al., 2013). In this context, the contribution
of this theory to the present work, is given with the incorporation of
pedagogical strategies with the use of social networks, in the area of
Social Sciences for the strengthening of argumentation. Ausubel's
(1998) theory of meaningful learning states that, in order to generate
learning in the student, the classroom teacher must develop activities
that respond to the interest, needs and expectations of the students.
(Sánchez Mejía et al., 2013).
The digital era allows to potentiate student learning through the use
of social networks, to meet the challenges of today's world. With
connectivism, students are encouraged to use personalized tools, so
that technology and the identification of connections are included as
learning experiences; which in turn would be taking learning
theories towards digital forms. Digital humanism is a new result
where cultural heritage converges with information technology,
generating a space for sociability. We must use technology always
looking for it to serve the human being, making life a simple and
enjoyable experience.
The learning management proposal to promote the argumentation of
facts necessarily implies a role of trainer and mediator, and this
process can be face-to-face, blended, distance, online or virtual or
interrelated. (Pino Torrens & Urías Arbolaez, 2020)
The proposal will be structured by 6 learning sessions of 90 minutes,
plus 2 complementary evaluation activities. Each of the monitoring
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and feedback strategies of the learning evidences are applied.
Cognitive and metacognitive strategies are also included as dynamic
processes that the learner intentionally executes for the construction
of a mental representation of the argumentative process. It is
proposed the development of 6 sessions during 2 months,
corresponding to a session of 90' minutes per week. Then, in each
programmed class, the strategies of monitoring and feedback of
evidences will continue to be developed (as a continuity of the sixth
session for each teacher). The two evaluation activities are
complementary, one at the beginning (expert validation) and the
other ongoing (evaluation of achievements with emphasis on
monitoring and feedback of evidence). Strategies will be used
according to the achievements that are intended to be reached in each
stage of the learning session, according to the moments proposed.
Discussion
The results obtained in the dependent variable Argumentation of
facts, demonstrate the need to strengthen the development of this
ability because only 16% of students are at the achieved level;
understanding that 8 out of 10 students need to strengthen their
ability to argue facts because they are at a process or beginning level
with respect to this skill. The coincidences of the results are given
with the study of Guzmán-Cedillo & Flores Macías (2020)The
results of both studies point to the need to implement the findings
found in the different aspects of the argumentative ability (in this
case in the dimensions of the dependent variable), to attend to the
development of the argumentative competence hand in hand with
formative feedback, while taking advantage of the virtual context for
student-teacher interaction in order to achieve improvements in
learning and teaching through the development of argumentative
processes.
There are coincidences in the results of the study with those of Núñez
et al. (2020) This in turn leads to support the need to design a
learning management proposal to promote the development of
argumentation in the students of the study, generating cognitive
resources that allow them to carry out a critical reading.
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In this context, the research work of Garcia Alama (2018)is also
related to the findings found considering its objectives referred to: a)
Development of strategies for disciplinary and didactic management
of didactic processes, and b) Implementation of strategies for
pedagogical accompaniment in the development of didactic
processes and coexistence practices. This is to the extent that in this
action research pedagogical accompaniment is determined, in which
the deployment of strategies and actions of technical assistance
through which a monitor or accompanying person visits, supports
and offers permanent advice to the student in the development of
learning processes is considered necessary. In addition, personalized
and collaborative accompaniment strategies are proposed, based on
principles of coexistence, which are fundamental in the development
of feedback as a learning management strategy.
The results obtained in Dimension 1 Assuming a position, note the
need to propose strategies for its subsequent execution with respect
to this argumentative sub-skill, considering that the vast majority of
students (84%), have not achieved their level of development. In an
adjusted manner, only 2 out of 10 students are capable of assuming
a position in favor or against a given fact. These data are related to
the study conducted by Atarama Vásquez (2018)The objective of her
doctoral thesis was to determine the results of the use of the Critical
and Reflective Minds proposal in the elaboration of argumentative
texts by students in secondary school at I.E. 15018 Coronel Andrés
Rázuri in the District of Tambogrande-2018.
The relationship occurs before using the Critical and Reflective
Minds Program, since 66.7% of the students in the control group and
56.6% in the experimental group were at the beginning level of the
elaboration of argumentative texts, showing deficiencies in the
microstructural, macrostructural and superstructural dimensions.
These data are similar to those obtained in this argumentative
dimension 1, in terms of their level of achievement. After using the
proposal, the experimental group presented significant
improvements, which in turn leads us to propose the design of the
proposal and its subsequent execution to promote factual
argumentation in students, also seeking to obtain good results in their
learning.
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The results obtained in Dimension 2 Justify the position assumed,
lead to establish the need to design and then implement a proposal
for a learning management strategy to strengthen the argumentative
skill, considering specific strategies to promote the sub-skill of
justifying the position assumed by the student in the development of
a fact. We observe that the great majority of students (81%) have not
obtained the level achieved in this dimension of argumentation. This
means that 8 out of 10 students are not able to justify the 'position
they assume regarding the eventuality of an event.
These data are related to the research conducted by Chavez
(2019)Chavez, who in his doctoral thesis had the purpose of
knowing the level of critical thinking and the levels of reading
comprehension. There is coincidence in that it is possible to evaluate
the levels of critical thinking skills in its five dimensions, as has been
done with the argumentative skill in its three dimensions through the
corresponding items.
The results obtained in Dimension 3 Presenting arguments,
necessarily lead to formulate a proposal that makes possible the
strengthening of the argumentative sub-skill of presenting arguments
before the development of a fact. It is observed that 88%, which is
the great majority of students have not obtained the level achieved
in this argumentative dimension, which leads to affirm that only 1
out of 10 students is capable of presenting arguments before a
developed fact.
These data are related to the study carried out by Cepeda Sainea
(2019)Cepeda Sainea, who developed a qualitative research of
descriptive scope whose objective was to describe the level of
argumentation during the learning of the concept of breathing. In our
case, the objective is related to the characterization of the level of
argumentation during the development of learning management
strategies, such as evidence monitoring and feedback as
accompaniment to the student. Likewise, didactic intervention is
sought to strengthen the development of argumentative skills in
students. There is coincidence in the level of achievement of the
arguments, which were characterized by superficial justifications,
data based on experience rather than on a scientific construction of
the concept. This gives rise to encourage the construction of
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arguments based on properly argued scientific research, starting with
the design of a functional proposal.
This work is of great relevance since it is part of an innovation that
aims to take monitoring and pedagogical support at the school level
to learning management at the classroom level, considering the
monitoring of evidence and feedback as support strategies in favor
of the student.
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