Contribuições das práticas de modelagem e argumentação para a compreensão do processo de dissolução: um estudo de caso com os estudantes do ensino fundamental

Abstract

According to the literature, the participation of students based teaching situations in modeling can promote conceptual learning and encourage the development of skills such as imagination and creativity, and help them understand the central role of models in science. The literature also argues that the occurrence of the practice of argumentation in science classes can be very enriching, because it helps students identify evidence, make statements and especially to justify these claims, which can also contribute to make them realize that science is a building between peers, which has limitations, it is social and historically situated. However, the incorporation of both practices, modeling and argumentation in the classroom is a challenge both for teachers and for students, because it significantly distance of traditional standards of classrooms, dominated the monologic speech, the "stigma error "and the standard of speech question of teacher-response of the student - teacher assessment (IRA). In this work, a group of students from the last year of elementary school participated in a number of modeling activities for teaching has dissolved. In these classes, several scientific practices were encouraged, with special emphasis on the argument. In this context, the objectives of this work are to analyze (i) as student participation in argumentative situations based learning environments in modeling contributes to learning about the process of dissolution and (ii) as a teacher of action in the conduct of reasoned teaching situation modeling contributes to student learning about the process of dissolution. Data were collected through record video and audio of all classes involved, as well as the written materials and concrete models produced by students. a case study was produced for the group of students. The analysis of the same shows a dynamic movement of knowledge construction alecerçado by models built and modified by the students. In addition, we noted that the teacher has explored these models, not sticking only to specific aspects, but seeking ideas that led or could make allowances for the explanation of phenomena related to dissolution, that is, creating situations favoring the reasoning of students. We conclude that the end of the application of the teaching unit, students learned about the process of dissolution, which can be evidenced by their ability to explain the dissolution in the light of the evidence and other information available. In addition, students had the opportunity to learn science not only to "knowledge," but also as "practice". This learning resulted from the involvement of students in activities and action of the teacher who used his teaching skills and teaching strategies to support students in the construction of knowledge.