Learning argumentation through role-playing: should we install a nuclear deposit?

Abstract

This paper analyses the argumentative operations performed by pre-service teachers during a role play about setting down a nuclear waste deposit. The types of knowledge used for constructing their arguments when they try to reach a final agreement are also studied. The participants are undergraduate students from the degree of Pre-school and Primary Teacher Training at three different Spanish universities. Data collection includes video recordings of the role play. The findings point to the students’ ability to make statements and justify their arguments, although they find it difficult to use other argumentative elements in their speech. Moreover, social and scientific-technological knowledge are proved to be the most used types of knowledge in the participants’ search of a consensual decision about setting down the nuclear deposit.

Keywords

• argumentación
• toma de decisiones
• juego de rol
• controversias sociocientíficas
• formación del profesorado