ABSTRACT
El propósito de la investigación realizada fue evaluar la efectividad de la enseñanza de procesos estructurados de argumentación en el desarrollo de la argumentación científica de estudiantes inscritos en un curso virtual de Biotecnología. Con un diseño experimental se compararon dos grupos de estudiantes, solo uno recibió orientación sobre procesos de argumentación. Ambos grupos participaron en un foro de trabajo colaborativo en línea. En ambos grupos la evaluación de la competencia argumentativa se realizó aplicando el instrumento de evaluación para argumentación dialógica en línea, propuesta por Clark y Sampson (2008); este modelo consta de tres categorías: estructura argumentativa, calidad de la argumentación y nivel de oposición al que llega el grupo. Para realizar el experimento se construyó un diseño instruccional basado en la argumentación dialógica. El primer componente del diseño corresponde a la enseñanza del modelo argumentativo. El segundo elemento es el contexto de aprendizaje a partir del cual se desarrolla la interacción y el tercero corresponde a las mediaciones tecnológicas. El diseño instruccional se incorporó en el curso virtual de Biotecnología alojado en la plataforma tecnológica de la Universidad, la cual utiliza Moddle 2X. Los resultados indicaron que el 60% de los estudiantes del grupo experimental utilizó todas las categorías argumentativas de Toulmin; al contrario, ningún estudiante del grupo control obtuvo un nivel de estructuración con todas las categorías. Asimismo, la enseñanza explícita de procesos estructurados de argumentación provoca mejor desempeño en el foro de trabajo colaborativo en aspectos como nivel de calidad de los argumentos y nivel de oposición.
Teaching argumentation is a strategy of great interest within the community involve in the study of didactic in science since there are numerous studies showing the relationship between the development of scientific thought and the argumentation structured processes (Khun, 2008), however in virtual learning environments teaching argumentation is a relatively new issue and therefore constitutes a challenge for the instructional designer of the virtual course. Collaborative learning in virtual environments is a strategy implemented in recent years in such contexts under the assumption that computer-mediated and asynchronously communication facilitates the maintenance of dialogue (Schwarz & Glassner, 2003). However, studies indicate that these students' dialogues in virtual forums can be weak and based on beliefs not justified instead of using reasons articulated between theory and evidence, otherwise can be characterized because students within the group accept explanations without paying enough attention on the relationship between a statement and the available evidence and therefore readily accepted arguments without making opposition. This condition can be explained because in the context of collaborative internet the problems increase due to issues like complexity of interfaces, decreasing communication channels regarding classroom situations, or the ease of students to mask his inactivity within collaborative groups (Peñaloza, García & Espinoza, 2011). Although most researchers agree that the dialogic argumentation promotes the acquisition of scientific concepts, also they say it is difficult to integrate the teaching of argumentation structured processes into a virtual course of experimental science as well as evaluating appropriation of concepts through arguments. In this paper the results of an investigation conducted to evaluate the effectiveness of an instructional design based on structured argument process in the development of the argumentative capacity of higher education students enrolled in an online course biotechnology is presented. The population under investigation corresponds to higher education students of both sexes who are enrolled in a Biotechnology online course offered by a distance university in Colombia. Instructional design incorporated three elements: the first is the teaching of Toulmin argumentative model, the second element incorporated was the situated learning context from which the interaction is developed and for this study corresponds to a Biotechnology theme and the third component included the design and development of techno-didactic mediations to promote educational interactivity where virtual learning objects, guide activities and assessment rubrics were included. These elements were incorporated into the virtual course within the Moodle 2.1 platform. Moreover, learning strategy based on dialogic argument was developed in four stages: (a) scientific research, (b) argumentative paper development, (c) counter argument, and (d) scientific consensus. To evaluate the effectiveness of instructional design and online learning strategy based on dialogic argumentation an experimental design was conducted with a control group and post-test. The assessment of the argumentative capacity was performed by applying the online assessment tool for dialogic argumentation proposed by Clark and Sampson (2008). This model evaluates the argumentative process in the virtual forum both individually and group. Data were analyzed with non -parametric statistical tests. The research results indicated significant differences in the level of argumentative competence in the experimental group compared with the control group. The experimental group had higher ratings on their ability to structure texts, support arguments within the group and make reasoned opposition to reach consensus. Also, results of this research support the design and learning strategy based on the argument for virtual environments and shown it can be effective to increase the academic performance of students participating in collaboration online forums. Students in the control group did not performed opposition, and, most students in the experimental group achieved level three opposition on the scale of Clark and Sampson (2008), this aspect indicates the need to develop strategies to increase the level of opposition.
ABSTRACT
Investigam-se os usos de argumentos científicos que circulam no cotidiano de homens que fazem sexo com homens (HSH), em parceria casual, como estratégia para gerir riscos associados às práticas sexuais. O aporte teórico da pesquisa refere-se às práticas discursivas sobre estilos de vida arriscados no cenário da aids. Por meio da técnica snowball foram selecionados sete participantes, que responderam a uma entrevista semiestruturada. Os resultados indicam a assimilação de informações científicas que circulam no cotidiano dos interlocutores deste estudo interpretadas como potencial fonte na gestão de riscos. Esses homens desenvolvem estratégias de gestão de risco de infecção por DST, HIV e/ou a reinfecção pelo HIV sem basear-se, necessariamente, nas políticas oficiais de prevenção do governo brasileiro.
This article deals with the use of scientific arguments that circulate in the day-to-day lives of men who have sex with men (MSM) in casual partnerships, as a strategy for managing the risks relating to sexual practices. The theoretical basis for this investigation was the discursive practices regarding risky lifestyles within the scenario of aids. Through the snowball technique, seven participants were chosen and they gave responses in semi-structured interviews. The results showed that scientific information circulating in the daily lives of the interlocutors of this study had been assimilated and that these individuals interpreted this information as a potential source for risk management. In summary, these men had developed risk management strategies relating to infection by STD and HIV and/or HIV reinfection, without necessarily basing them on the Brazilian government's official preventive policies.
Este artículo trata de los usos de argumentos científicos que circulan en el cotidiano de hombres que hacen sexo con hombres (HSH), en parejas casuales, como estrategia para generar riesgos asociados a las prácticas sexuales. La aportación teórica del estudio son las prácticas discursivas sobre estilos de vida arriesgados en el escenario del sida. Por medio de la técnica snowball, se seleccionaron siete participantes que respondieron una entrevista semi-estructurada. Los resultados indican la asimilación de informaciones científicas que circulan en el cotidiano de los interlocutores de este estudio y que se interpretan como fuente potencial en la gestión de riesgos. En síntesis, esos hombres desarrollan estrategias de gestión de riesgo de infección por ETS, VIH y/o la re-infección por el VIH sin basarse, necesariamente, en las políticas oficiales de prevención del gobierno brasileño.