Developing persuasive writing skills through scientific argumentation using a time-series design
Resumen
Este estudio investiga el desarrollo de habilidades de escritura persuasiva en una muestra de 44 estudiantes de inglés de grado VIII procedentes de una escuela privada en Rawalpindi-Pakistán. Usando un diseño cuasi-experimental de series de tiempo, se han realizado tres pruebas preliminares en diferentes intervalos, seguidas de cinco sesiones que integran la argumentación científica. Para explorar la efectividad de la intervención, también se han realizado tres pruebas posteriores en diferentes intervalos. Se decide hacer uso de este diseño con seis niveles de medición para mejorar la fiabilidad de los resultados en lo relativo a la medida de las variables. Además, se pone en práctica un protocolo de entrevista semiestructurada para explorar la experiencia de los estudiantes con la argumentación científica, sus fortalezas y desafíos. Los datos cuantitativos se analizan mediante fórmulas estadísticas de media, DE, prueba t y ANOVA, mientras que los datos cualitativos se examinan temáticamente. Los resultados de las estadísticas inferenciales revelan una mejora significativa en la escritura persuasiva del estudiantado. Su participación en actividades de argumentación científica ha fomentado el desarrollo del pensamiento crítico, permitiéndoles tomar decisiones informadas y respaldadas con argumentos válidos. Los datos de la entrevista destacan ciertos desafíos y posibles mejoras entorno a la argumentación científica y su integración en la enseñanza del inglés.
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