Argumentation in Fundamental Teach in Science: what does research say?

• Autor(a) principal: Santos, Diorleno
• Data de Publicação: 2020
• Outros Autores: Sedano, Luciana
• 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/2625
• topic: Argumentação; Ensino Fundamental; Ensino de Ciências; Levantamento bibliográfico.; Argumentation; Elementary School; Science Teach; Bibliographic survey

With this work, we aim to analyze, from the annals of the National Meeting of Research in Science Education and of main Brazilian periodicals, what the research has been discussing about the argumentation in Science classes of Elementary School. To identify the works, titles, abstracts and keywords were searched using the descriptors: "argumentation" and "discursive interactions". There were 115 articles related to argumentation, of this number, only 23 articles deal with argumentation in the context of Elementary School. It was observed that most works use the pattern proposed by Toulmin for argumentative analysis. The use of investigative didactic approaches and oral communication strategies stand out as possibilities for the development of argumentation in the classroom. We emphasize the importance of an science teaching that is concerned not only with the students' engagement in understanding scientific concepts and terms, but also with the dialogical interactions that occur in the classroom and that contribute to the construction of the argumentative process and, consequently, science learning.