Contribuições de ações favoráveis ao ensino envolvendo argumentação para a inserção de estudantes na prática científica de argumentar

Abstract

Contributions of actions that may support argumentation-based teaching to students' involvement in the scientific practice of arguing. The Common National Curricular Basis points out the development of the ability to argue as one of the aims of the basic education. This is related to opportunities that a teacher can provide to students to participate in argumentative situations in science classes. In this study, we investigate how teacher’s actions can support the involvement of students in argumentative processes related to the production of knowledge. In order to do so, we observed and video-recorded a Chemistry class in which the teacher and the students discussed the candle burning experiment. Based on the Actions that Encourage Argumentation-based Teaching, we characterize the teacher’s actions and discuss their contributions to student engagement in argumentation. We conclude that the teacher’s actions contributed mainly to students participation in discussions and to their reflections on both the construction of evidence and the validity of scientific.