Análise da argumentação de alunos a partir dos Esquemas de Argumentação de Walton

Abstract

In this paper, we present and analyse high school students’ argumentation in a socio-scientific controversial situation. Data were collected from a mock trial whose topic was funding research on transgenic materials. For data analysis, we used Walton Argumentative Schemes (WAS). Among the 60 WAS, 17 were identified in the 45 arguments expressed by students. The results indicate that: (i) students use similar and different strategies to support the position they defend and/or to attack the opposite position when use identical and distinct WAS; and (ii) the nature of the context, the type of the topic and students’ position and capacity to argue influence in the types of WAS in their arguments. We defend the use of the argumentation schemes to understand students’ argumentation, but also recognise the need to improve this analytical tool so that it has a greater applicability in the Science Education area.