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To strengthen the professional development of its science university professors with academic assignments in scientific careers, a Colombian higher education institution commissioned the design of a six-month training programme. The aim was to help professors change their teaching practices toward more student-centred models. The purpose of this study was to analyse the extent to which professors, through the design and development of argumentative activities, achieve argumentative participation among their students. The authors developed the cases with three professors, recorded the classroom dialogues and analysed them with the Atlas.ti 7.0 program. Frequencies of student participation and of professors promoting participation were estimated. Argumentative student participation takes time to develop. It is also observed that student participation is largely subordinated to what professors elicit from their students; therefore, there is a lack of student participation – whether argumentative or nonargumentative – if the professor cannot promote it.

How university professors foster argumentation in their teaching processes and how their students respond. A case study