Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFMG |
Texto Completo: | https://doi.org/10.22600/1518-8795.ienci2022v27n1p388 http://hdl.handle.net/1843/60149 http://orcid.org/0000-0001-5724-993X http://orcid.org/0000-0001-6535-5046 |
Resumo: | In argumentation-based science teaching, teachers play an important role and are the main party responsible for the introduction of argumentation in classrooms. In this study, we discuss how actions that contribute to science teaching involving argumentation are expressed by a teacher on leading different types of didactic sequences, and how such actions relate to teachers’ knowledge with regard to argumentation and teachers’ pedagogical content knowledge (PCK). For this reason, we have constructed an instrumental case study, based on the observation of four didactic sequences led by an experienced teacher, and through interviews with her. From their analysis, we conclude that the goals set by the teacher in the didactic sequences have had an influence upon the actions that contribute to science teaching involving argumentation shown by the teacher, suggesting a strong link between the elements of PCK and those of the Knowledge for Teachers’ Actions through Argumentation. As possible consequences, we draw attention to the need to add value to a hybrid method for teaching argumentation, involving implicit and explicit teaching, as well as the proposal of the set of actions that contribute to science teaching involving argumentation. This can contribute towards the investigations into the role of teachers within argumentation-based science teaching, and to teacher education. |
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2023-10-27T13:30:42Z2023-10-27T13:30:42Z2022-04271388414https://doi.org/10.22600/1518-8795.ienci2022v27n1p3881518-8795http://hdl.handle.net/1843/60149http://orcid.org/0000-0001-5724-993Xhttp://orcid.org/0000-0001-6535-5046In argumentation-based science teaching, teachers play an important role and are the main party responsible for the introduction of argumentation in classrooms. In this study, we discuss how actions that contribute to science teaching involving argumentation are expressed by a teacher on leading different types of didactic sequences, and how such actions relate to teachers’ knowledge with regard to argumentation and teachers’ pedagogical content knowledge (PCK). For this reason, we have constructed an instrumental case study, based on the observation of four didactic sequences led by an experienced teacher, and through interviews with her. From their analysis, we conclude that the goals set by the teacher in the didactic sequences have had an influence upon the actions that contribute to science teaching involving argumentation shown by the teacher, suggesting a strong link between the elements of PCK and those of the Knowledge for Teachers’ Actions through Argumentation. As possible consequences, we draw attention to the need to add value to a hybrid method for teaching argumentation, involving implicit and explicit teaching, as well as the proposal of the set of actions that contribute to science teaching involving argumentation. This can contribute towards the investigations into the role of teachers within argumentation-based science teaching, and to teacher education.No ensino de ciências envolvendo argumentação, professores desempenham um papel importante e são os principais responsáveis pela introdução de argumentação nas salas de aula. Neste estudo, discutimos como as ações que contribuem para o ensino de ciências envolvendo argumentação são manifestadas por uma professora ao conduzir diferentes sequências didáticas, e como tais ações se relacionam ao conhecimento docente relativo à argumentação e ao conhecimento pedagógico de conteúdo (CPC). Para tal, construímos um estudo de caso instrumental, a partir da observação de quatro sequências didáticas conduzidas por uma professora experiente e por meio de entrevistas com ela. A partir de sua análise, concluímos que os objetivos propostos pela professora para as sequências didáticas influenciaram as ações que contribuem para o ensino de ciências envolvendo argumentação manifestadas por ela, sugerindo uma forte ligação entre os elementos do CPC e os dos Conhecimentos para Ação Docente em Argumentação. Como implicações desse estudo, chamamos a atenção para a necessidade de valorizar um ensino híbrido de argumentação, envolvendo ensino implícito e explícito, bem como a proposição de um conjunto de ações que contribuem para o ensino de ciências envolvendo argumentação. Isso pode contribuir tanto para investigações sobre o papel de professores frente ao ensino de ciências envolvendo argumentação quanto para a formação de professores.CNPq - Conselho Nacional de Desenvolvimento Científico e TecnológicoCAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorengUniversidade Federal de Minas GeraisUFMGBrasilFAE - FACULDADE DE EDUCAÇÃOICX - DEPARTAMENTO DE QUÍMICAInvestigações em Ensino de CiênciasProfessores - AtitudesProfessores de químicaDiscussões e debatesCiência - Estudo e ensinoDidáticaArgumentationTeacher actionsTeachers’ knowledge of argumentationPedagogical content knowledgeRegular teaching contextActions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledgeAções que contribuem para o ensino envolvendo argumentação e suas relações com PCKinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://ienci.if.ufrgs.br/index.php/ienci/article/view/2743Stefannie de Sá IbraimRosária da Silva Justiapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/60149/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALActions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge.pdfActions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge.pdfapplication/pdf483184https://repositorio.ufmg.br/bitstream/1843/60149/2/Actions%20that%20contribute%20to%20science%20teaching%20involving%20argumentation%20and%20their%20relationships%20with%20pedagogical%20content%20knowledge.pdf57fd68455b715ca237c0e510173736c3MD521843/601492023-10-27 10:30:42.638oai:repositorio.ufmg.br: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Repositório de PublicaçõesPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-10-27T13:30:42Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.pt_BR.fl_str_mv |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge |
dc.title.alternative.pt_BR.fl_str_mv |
Ações que contribuem para o ensino envolvendo argumentação e suas relações com PCK |
title |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge |
spellingShingle |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge Stefannie de Sá Ibraim Argumentation Teacher actions Teachers’ knowledge of argumentation Pedagogical content knowledge Regular teaching context Professores - Atitudes Professores de química Discussões e debates Ciência - Estudo e ensino Didática |
title_short |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge |
title_full |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge |
title_fullStr |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge |
title_full_unstemmed |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge |
title_sort |
Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge |
author |
Stefannie de Sá Ibraim |
author_facet |
Stefannie de Sá Ibraim Rosária da Silva Justi |
author_role |
author |
author2 |
Rosária da Silva Justi |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Stefannie de Sá Ibraim Rosária da Silva Justi |
dc.subject.por.fl_str_mv |
Argumentation Teacher actions Teachers’ knowledge of argumentation Pedagogical content knowledge Regular teaching context |
topic |
Argumentation Teacher actions Teachers’ knowledge of argumentation Pedagogical content knowledge Regular teaching context Professores - Atitudes Professores de química Discussões e debates Ciência - Estudo e ensino Didática |
dc.subject.other.pt_BR.fl_str_mv |
Professores - Atitudes Professores de química Discussões e debates Ciência - Estudo e ensino Didática |
description |
In argumentation-based science teaching, teachers play an important role and are the main party responsible for the introduction of argumentation in classrooms. In this study, we discuss how actions that contribute to science teaching involving argumentation are expressed by a teacher on leading different types of didactic sequences, and how such actions relate to teachers’ knowledge with regard to argumentation and teachers’ pedagogical content knowledge (PCK). For this reason, we have constructed an instrumental case study, based on the observation of four didactic sequences led by an experienced teacher, and through interviews with her. From their analysis, we conclude that the goals set by the teacher in the didactic sequences have had an influence upon the actions that contribute to science teaching involving argumentation shown by the teacher, suggesting a strong link between the elements of PCK and those of the Knowledge for Teachers’ Actions through Argumentation. As possible consequences, we draw attention to the need to add value to a hybrid method for teaching argumentation, involving implicit and explicit teaching, as well as the proposal of the set of actions that contribute to science teaching involving argumentation. This can contribute towards the investigations into the role of teachers within argumentation-based science teaching, and to teacher education. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-04 |
dc.date.accessioned.fl_str_mv |
2023-10-27T13:30:42Z |
dc.date.available.fl_str_mv |
2023-10-27T13:30:42Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1843/60149 |
dc.identifier.doi.pt_BR.fl_str_mv |
https://doi.org/10.22600/1518-8795.ienci2022v27n1p388 |
dc.identifier.issn.pt_BR.fl_str_mv |
1518-8795 |
dc.identifier.orcid.pt_BR.fl_str_mv |
http://orcid.org/0000-0001-5724-993X http://orcid.org/0000-0001-6535-5046 |
url |
https://doi.org/10.22600/1518-8795.ienci2022v27n1p388 http://hdl.handle.net/1843/60149 http://orcid.org/0000-0001-5724-993X http://orcid.org/0000-0001-6535-5046 |
identifier_str_mv |
1518-8795 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.ispartof.pt_BR.fl_str_mv |
Investigações em Ensino de Ciências |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
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Universidade Federal de Minas Gerais |
dc.publisher.initials.fl_str_mv |
UFMG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
FAE - FACULDADE DE EDUCAÇÃO ICX - DEPARTAMENTO DE QUÍMICA |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
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reponame:Repositório Institucional da UFMG instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
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