abstract
- Development of argumentative skills is fundamental for Engineering students, allowing them to identify assumptions and build conclusions about observed phenomena. In this paper we report results from a study involving 65 Engineering students, who use TikTok as a learning platform applying the Affirmation - Justification - Application (AJA) of the laws of Physics strategy to build an argument about and specific Engineering system and were asked to answer pre and post questionnaires about the use of social media for improving argumentative skills. Results show dependency between technological aversion and students' perception of skill development, where students who consider that TikTok can enrich their learning process show a significant increase in their perception of argumentative skills development; however, those students who have a prior discomfort with the social platform, present a negative perception of skill's development.