Competencia argumentativa según Robert Swartz, ´´aprendizaje basado en pensamiento´´

Abstract

The present research project entitled "Argumentative competence according to Robert Swartz, in ninth and tenth grades of the Bethlemitas Brigton school" was originated by the need that was evident after applying the diagnostic test, where it was identified that the students do not argue in a clear way and precise when giving their opinions about what they are being asked. Based on the above, some objectives were formulated for the execution of the proposal, focusing mainly on developing argumentative competence, from the theory of Robert Swartz "Learning based on thought" hence, the specific objectives that were raised they are correlated with the main one, where the elements that influence the development of argumentative competence are sought in order to characterize the levels of said competence, in order to finally explain how the levels are carried out within the classroom. Within the same execution of the proposal a didactic pedagogical model was elaborated in which all the epistemic elements of the area of Spanish Language are related to the constructivist paradigm in relation to the approach of meaningful learning according to J. Bruner that, in turn, are related to the theory of Robert Swartz, enunciating writing as an easy way to learn, using it in a metaphorical sense with the saxophone, because he considers that if you play with pleasure, your melody will be pleasant, the same happens with reading and writing; if these processes are carried out in an entertaining way, the result will be enriching, since the student, by interacting with the letters from the classroom, will be able to take a critical and reflective position when it comes to manifesting oral or written productions.