A construção de argumentos nas aulas de ciências por meio de casos investigativos

• Ano de defesa: 2024
• Autor(a) principal: Silva, Talita Santos
• Orientador(a): Silva, Adjane da Costa Tourinho e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Ciências (ensino fundamental); Raciocínio; Estratégias de aprendizagem; Argumentação; Sequência de ensino Investigativa; Caso sociocientífico
• Palavras-chave em Inglês: Argumentation; Investigative teaching sequence; Science teaching; Socioscientific case
• Área do conhecimento CNPq: OUTROS::CIENCIAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/20007

The present research aimed to analyze the argumentation process developed along an investigative teaching sequence, involving a case of socioscientific nature, seeking to relate this process to the nature of the case, to the patterns of interaction developed between the students and the teacher and to the characteristics of the arguments elaborated by the students. It is a qualitative research, of an interventional nature, of the Application Research type, involving, therefore, planning, application (execution) and analysis of data on the developed process. The intervention took place in a 6th grade class of a public school in the city of Aracaju-SE. For the planning of the SEI, principles of teaching by inquiry and the concept of the Investigative Cycle presented by Pedaste et al (2015) were considered. The data produced were analyzed by means of Toulmin's Argument Pattern, involving its rereading by Gonçalves-Segundo, and by means of categories of the analytical structure proposed by Mortimer and Scott (2003). The analysis highlights the interactions between the students and the teacher and the latter's strategies to put into practice the SEI proposal, in order to generate an environment conducive to the elaboration of arguments. The arguments presented by the students, often in the form of process responses to the teacher's attacks, presented the basic eleme