A place for arguing in engineering education: a study on students’ assessments

This paper focuses on the issue of how engineering programmes demand and/or promote argumentative reasoning, which is a subsequent aspect of curricular development. This was the main objective of the project on which this paper reports. This is to say that the focus is on assessment as a way to establish to what extent argumentative reasoning is demanded and mobilised in teaching and learning processes. This aim was achieved using a sample of assignments developed in courses in different Bologna undergraduate programmes at the Engineering School at the University of Porto, during the first semester of the academic year 2009/2010. Whereas problem solving in engineering constitutes a structural element in the curricular organisation of the engineering programmes and is strongly related to argumentative skills, it was possible to conclude that students demonstrate and explain extensively, but do not argue, possibly because their teachers do not invite them to do so in assessment situations.