Análise dos conhecimentos sobre evidência e justificativa de licenciandos de química

Abstract

We present an analysis of pre-service chemistry teachers’ knowledge on argumentation, mainly about evidence and justifications, from the mobilization of both to support scientific affirmatives. Eleven pre-service teachers answered a questionnaire. The answers were analysed from both the definitions of evidence and justification found in the literature, and criteria discussed and established among the researchers. Data indicate that the pre-service teachers: have difficulties in identifying evidence and justifications for affirmatives involving chemical knowledge, and to relate them; and use laws and principles as justifications for scientific knowledge. So, we point out the relevance that pre-service teachers participate in an explicit teaching of argumentation and to have opportunities to develop their scientific knowledge based on an argumentative approach. This may contribute to make them able to reflect on the argumentative perspective for teaching scientific content.