Situações argumentativas na abordagem da natureza da ciência na formação inicial de professores de física

Abstract

In this present study we try to describe and understand the argumentative situations concerning to the Nature of Science which have occurred in one subject of Physics Practice Teaching. Our observations and analysis have privileged the teachers actions in order to characterize the manners in which he manager and orient the argumentative situations. This focus had permitted to distinguish and comprehend an entirety of exemplar characteristics of the arguments and actions engendered by the teacher. It was possible to identify the argumentative situations and to characterize tendencies, macro and microscopic aspects from these situations, considering the integration of diverse perspectives in the argumentative field. The Toulmin model was essential in analysis, permitting to emphasize that refutations and bases enclosed in the teachers arguments may be favorable to establish a dialogic and authoritarian speech, respectively. In general, the argumentative situations were not so frequent in the discourse produced in classroom. In these situations, the prospective teachers had presented few arguments with content relative to visions about the Nature of Science. Our focus on the teacher emphasizes that he assumed three main roles: evaluator of opinions and arguments, speech manager and a careful listener. In the execution of these roles the teacher had demonstrated in his actions an extensive variety of procedures, in which we verified the construction of arguments with contents of diverse dominion of knowledge, including contents related to the visions about the Nature of Science. The results of this study suggest that the spot of the Nature of Science teaching and Argumentation should be reevaluated in the Physics course curriculum. Moreover, the results regarding to the exemplar actions of the investigated teacher might be useful as reference to other teachers in argumentative situations of teaching and learning.