Construção e avaliação dos argumentos e das argumentações produzidas por estudantes de Ciências e de Biologia

• Ano de defesa: 2020
• Autor(a) principal: Pezarini, Agnaldo Ronie
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós Graduação em Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Argumentação; Ensino de ciências; Ensino de biologia; Modelo didático misto; Toulmin; Bonini; Explicação e Narração.; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/983

This thesis resulted from a qualitative research of the intervention kind, that dealt with the topic Argumentation in Teaching Sciences and Biology, with students in Elementary School (9th grade) and Senior High School (3rd grade) of a public state school, located in the city of Campinas (São Paulo). We aimed to answer the following questions: 1. The use of a Mixed Teaching Model, based on Toulmin´s Standard and the Bonini´s perspective, enable the building of well-structured arguments by the students? 2. This mixed model allows identifying in the argumentations built by the students what is the place and what is the relation between explanation and narrative in the arguing process? We justified this research by the fact that we verified, in our teaching practices, that, in general, the students need some lead during the process of thinking about the problems investigated in Sciences and Biology classes. So, that their arguments would be coherent and valid, but this leading is not predicted in Toulmin´s Argumentation Standard (TAS). In parallel, Bonini´s perspectives aim at sequences of actions involving the explanation and the narrative in the argumentation process, fact that took us to think about a mixed model. So, the general target of the research is to identify, analyze and understand if the use of a mixed model based on the referred authors, make easy the building of the argumentation by the students and what is the contribution of the explanation and narrative in this process. For this intervention, we applied a diagnosis questionnaire to know what are the ideas of argumentation and argumentative skill of the students toward the approached issues in Sciences and Biology classes. After that, we developed and applied Teaching Sequences during the intervention that was performed in three different phases, when the participants built arguments and argumentations (1. Without any intervention; 2. With intervention and use of the argumentation concept of Toulmin´s Standard; 3. With the intervention and use of the Mixed Teaching Model), which were analyzed as to its quality, under Penha´s perspective. After the intervention, we performed a Focus Group to verify what the new conception for the students about argumentation is and to identify changes assembled to the creation of these. The next step was analyzing the obtained data with the use of the questionnaire and focus group to identify convergences, discrepancies and fulfill the results of the research that, in general, showed that the Mixed Teaching Model (MTM) contributed for the students learning on how to build arguments and quality argumentations, enabling to identify what is the place and the relation of the explanation and narrative with the argumentation. So, we reassure that the argumentation is the condition for developing of the students´ scientific reasoning and that the quality of the argumentations produced by them can be supported with the use of different teaching strategies under an educational perspective based on the objective of the scientific culture.