Argumentation in Fundamental Teach in Science: what does research say?
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
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 |
Resumo: | 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. |
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Argumentation in Fundamental Teach in Science: what does research say?Argumentação no Ensino Fundamental em Ciências: o que dizem as pesquisas?ArgumentaçãoEnsino FundamentalEnsino de CiênciasLevantamento bibliográfico.ArgumentationElementary SchoolScience TeachBibliographic surveyWith 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.Objetivamos com este trabalho analisar, a partir dos anais do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) e de principais periódicos brasileiros, o que as pesquisas têm discutido sobre a argumentação nas aulas de Ciências do Ensino Fundamental (EF). Para identificar os trabalhos, buscaram-se títulos, resumos e palavras-chave, utilizando os descritores: “argumentação” e “interações discursivas”. Foram encontrados 115 artigos relacionados à argumentação, desse número, apenas 23 artigos versam sobre argumentação no contexto do EF. Observou-se que a maioria dos trabalhos utiliza o padrão proposto por Toulmin para análise argumentativa. A utilização de abordagens didáticas investigativas e de estratégias de comunicação oral se destaca como possibilidades para o desenvolvimento da argumentação em sala de aula. Salienta-se a importância de um ensino de Ciências que esteja preocupado não só com o engajamento dos estudantes no entendimento de conceitos e termos científicos, mas também com as interações dialógicas que ocorrem em sala de aula e que contribuem para a construção do processo argumentativo e, consequentemente, a aprendizagem em Ciências.Editora Cruzeiro do Sul2020-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/262510.26843/rencima.v11i3.2625Revista de Ensino de Ciências e Matemática; v. 11 n. 3 (2020): abr./jun.; 366-3862179-426X10.26843/rencima.v11i3reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2625/1443https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessSantos, DiorlenoSedano, Luciana2023-04-21T21:06:26Zoai:ojs.pkp.sfu.ca:article/2625Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T21:06:26Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Argumentation in Fundamental Teach in Science: what does research say? Argumentação no Ensino Fundamental em Ciências: o que dizem as pesquisas? |
title |
Argumentation in Fundamental Teach in Science: what does research say? |
spellingShingle |
Argumentation in Fundamental Teach in Science: what does research say? Santos, Diorleno Argumentação Ensino Fundamental Ensino de Ciências Levantamento bibliográfico. Argumentation Elementary School Science Teach Bibliographic survey |
title_short |
Argumentation in Fundamental Teach in Science: what does research say? |
title_full |
Argumentation in Fundamental Teach in Science: what does research say? |
title_fullStr |
Argumentation in Fundamental Teach in Science: what does research say? |
title_full_unstemmed |
Argumentation in Fundamental Teach in Science: what does research say? |
title_sort |
Argumentation in Fundamental Teach in Science: what does research say? |
author |
Santos, Diorleno |
author_facet |
Santos, Diorleno Sedano, Luciana |
author_role |
author |
author2 |
Sedano, Luciana |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Diorleno Sedano, Luciana |
dc.subject.por.fl_str_mv |
Argumentação Ensino Fundamental Ensino de Ciências Levantamento bibliográfico. Argumentation Elementary School Science Teach Bibliographic survey |
topic |
Argumentação Ensino Fundamental Ensino de Ciências Levantamento bibliográfico. Argumentation Elementary School Science Teach Bibliographic survey |
description |
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. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2625 10.26843/rencima.v11i3.2625 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2625 |
identifier_str_mv |
10.26843/rencima.v11i3.2625 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2625/1443 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 11 n. 3 (2020): abr./jun.; 366-386 2179-426X 10.26843/rencima.v11i3 reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
institution |
UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
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