Inquiry experimentation in Electrochemistry and argumentation in High School in a Federal School in Santa Maria/RS

• Autor(a) principal: Leal, Rodrigo Rozado
• Data de Publicação: 2019
• Outros Autores: Schetinger, Maria Rosa Chitolina, Pedroso, Giovanni Bressiani
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2009
• topic: Ensino de Química; Experimentação Investigativa; Argumentação; Teaching Chemistry; Inquiry Experimentation; Argumentation

Argumentation has been a concern in Science Education research. It is considered to be beneficial to conceptual understanding and provide students with the ability to think critically in a scientific context. Formulating arguments is significant in developing science activities, but in school context students need to be given the opportunity to engage in argumentation. Considering the Brazilian context, this issue has not been well elucidated yet. In this paper, it is discussed how three activities with inquiry-type experiments in  electrochemistry, with different level of openness, can promote argumentation in a high school group of 48 students, from second grade, in the chemistry laboratory of Colégio Politécnico da UFSM, a federal school in Santa Maria, Rio Grande do Sul. The discourse during activities with experiments with high level of openness was found to be rich in arguments, whereas that during the activity with experiments with low level of openness the discourse was found to be sparse in arguments. The arguments were collected and analyzed according to the Toulmin model of argumentation (2006).