Pedagogical argumentation: research problems and experience of formation
Abstract
The authors of the article address an urgent problem of evidence and argumentation in pedagogical research. This issue is insufficiently resolved in pedagogy and causes debates among scientists. The authors present a part of their practical experience in forming argumentation skills among students in Master’s programs. The article demonstrates the conditions that help young researchers acquire knowledge about the techniques of empirical and quasi-empirical argumentation as well as the features of their application in applied pedagogical research.
About the Authors
E. V. Berezhnova
Moscow State Institute of International Relations (University) of the Russian Foreign Ministry
Russian Federation
Russian Federation
Elena V. Berezhnova - Dr. Sc. (Education), Professor, Professor at the Department of World Literature and Culture, Moscow State Institute of International Relations (University) of the Russian Foreign Ministry.
Moscow
B. M. Utegenova
Kostanay Regional University named after Akhmet Baitursynov
Kazakhstan
Kazakhstan
Bibikul M. Utegenova - PhD (Education), Associate Professor, Professor at the Department of Pedagogy, Psychology and Special Education, Kostanay Regional University named after Akhmet Baitursynov.
Kostanay
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Review
For citations:
Berezhnova E.V., Utegenova B.M. Pedagogical argumentation: research problems and experience of formation. Bulletin of Vladimir State University named after A.G. and N.G. Stoletovs. Series: Pedagogical and Psychological Sciences. 2024;(3):27-37. (In Russ.)
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