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Can teachers implement a student-centered dialogical argumentation method across the curriculum?
Publication . Rapanta, Chrysi; Instituto de Filosofia da NOVA (IFILNOVA); Elsevier
Does student-centered dialogical argumentation work in authentic classroom settings? Four experienced secondary teachers implemented an argument-based curriculum situated within the contexts of their four respective disciplines - language arts, history, science, and civic education. A mixed-method analysis showed that students who participated in the curriculum performed significantly better on a final argumentative essay, compared to control groups who studied the same content with the same teachers using customary methods. Teachers' interviews suggested additional effects including cognitive, metacognitive and socio-emotional skills. Discussion focuses on teachers' role within a dialogical curriculum and argumentation's applicability and efficiency as a transdisciplinary pedagogical method.
Learning to Argue Through Dialogue
Publication . Rapanta, Chrysi; Felton, Mark K.; Instituto de Filosofia da NOVA (IFILNOVA); Springer
Over the past 20 years, a broad and diverse research literature has emerged to address how students learn to argue through dialogue in educational contexts. However, the variety of approaches used to study this phenomenon makes it challenging to find coherence in what may otherwise seem to be disparate fields of study. In this integrative review, we propose looking at how learning to argue (LTA) has been operationalized thus far in educational research, focusing on how different scholars have framed and fostered argumentative dialogue, assessed its gains, and applied it in different learning contexts. In total, 143 studies from the broad literature on educational dialogue and argumentation were analysed, including all educational levels (from primary to university). The following patterns for studying how dialogue fosters LTA emerged: whole-class ‘low structure’ framing with a goal of dialogue, small-group ‘high structure’ framing with varied argumentative goals, and studies with one-to-one dialectic framing with a goal of persuasive deliberation. The affordances and limitations of these different instructional approaches to LTA research and practice are discussed. We conclude with a discussion of complementarity of the approaches that emerged from our analysis in terms of the pedagogical methods and conditions that promote productive and/or constructive classroom interactions.
Douglas Walton’s Contributions in Education
Publication . Rapanta, Chrysi; Instituto de Filosofia da NOVA (IFILNOVA); University of Windsor
Douglas Walton, perhaps the most prolific author in Argumentation theory, has been of a great influence in the fields of Informal logic, Artificial intelligence, and Law. His contributions in the field of educational research, in particular in the field of argumentation and education, are less known. This review paper aims at shedding light on those aspects of Walton’s theory that have received educational researchers’ attention thus far, as well identifying existing lacks of consideration and open paths for future research.
Effectiveness of patients’ involvement in a medical and nursing pain education programme
Publication . Serafini, Alice; Rossi, Maria Grazia; Alberti, Sara; Borellini, Erika; Contini, Annamaria; Cernesi, Simone; D'Amico, Roberto; Dìaz Crescitelli, Matías Eduardo; Ferri, Paola; Fornaciari, Davide; Ghirotto, Luca; Giugni, Linda; Lui, Fausta; Rossi, Francesca; Cuoghi Costantini, Riccardo; Santori, Valentino; Padula, Maria Stella; Instituto de Filosofia da NOVA (IFILNOVA); BMJ Publishing Group
Introduction Pain is a multidimensional experience that varies among individuals and has a significant impact on their health. A biopsychosocial approach is recommended for effective pain management; however, health professionals’ education is weak on this issue. Patient involvement is a promising didactic methodology in developing a more holistic perspective, however there is a lack of reliable evidence on this topic. The aim of the present study is to evaluate the effectiveness of patient involvement in pain education in undergraduate medicine and nursing students. Methods and analysis An open-label randomised controlled trial including qualitative data will be conducted. After an introductory lesson, each student will be randomly assigned to the intervention group, which includes an educational session conducted by a patient–partner along with an educator, or to the control group in which the session is exclusively conducted by an educator. Both sessions will be carried out according to the Case-Based Learning approach. Primary outcomes will be students’ knowledge, attitudes, opinions and beliefs about pain management, whereas the secondary outcome will be students’ satisfaction. The Pain Knowledge and Attitudes (PAK) and Chronic Pain Myth Scale (CPMS) will be administered preintervention and postintervention to measure primary outcomes. Students’ satisfaction will be measured by a questionnaire at the end of the session. Two focus groups will be conducted to evaluate non-quantifiable aspects of learning. Ethics and dissemination The protocol of this study was approved by the independent Area Vasta Emilia Nord ethics committee. Adherence to The Declaration of Helsinki and Good Clinical Practice will ensure that the rights, safety and well-being of the participants in the study are safeguarded, as well as data reliability. The results will be disseminated through scientific publications and used to improve the educational offer. A version of the anonymised data set will be released for public access. Trial registration Trial was not registered on ClinicalTrials.gov as the interventions being compared only concern educational programmes and the outcomes considered do not refer to any clinical dimension. http://creativecommons.org/licenses/by-nc/4.0/ This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.
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Fundação para a Ciência e a Tecnologia
Programa de financiamento
Concurso para Financiamento de Projetos de Investigação Científica e Desenvolvimento Tecnológico em Todos os Domínios Científicos - 2017
Número da atribuição
PTDC/FER-FIL/28278/2017