Argumentación y Construcción de Conocimiento en Alumnos de Educación Superior: una Perspectiva Vygotskiana
- Ingrid Noemí González Palta
, - Antonia Larrain Sutil
Resumen
La investigación empírica indica que el uso de la argumentación como estrategia educativa fomenta la adquisición de habilidades de argumentación y conocimientos disciplinarios. Además, hay evidencia que muestra que el desarrollo de habilidades de argumentación ayuda a mejorar la argumentación oral de los alumnos en torno al conocimiento disciplinario. Sin embargo, varios estudios también han demostrado que la argumentación es escasa en la educación superior y que, aunque los profesores ven la argumentación como un objetivo pedagógico relevante, piensan que los estudiantes primero necesitan adquirir conocimientos para poder desarrollar habilidades argumentativas. Debido a esto, se está desaprovechando un recurso pedagógico crucial capaz de promover el conocimiento científico en la educación superior. Este artículo tiene como objetivo destacar la argumentación como una práctica clave en la enseñanza de la educación superior, disputando la idea de que, para argumentar, los estudiantes primero necesitan adquirir conocimientos. La investigación también profundiza en la perspectiva de Vygotsky sobre los conceptos científicos, subrayando su estructura dialéctica, la cual explica el potencial epistémico de la argumentación. Asimismo, este artículo extiende una invitación a los profesores de educación superior a fomentar la argumentación en las aulas como una forma de aprendizaje disciplinario. Las limitaciones e implicaciones se discuten a lo largo del artículo.
Palabras clave
argumentación, conceptos científicos, conocimiento, enseñanza en la educación superior
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