A MIXED DIDACTIC MODEL TO THE ARGUMENTATION ON TEACHING SCIENCES AND BIOLOGY: ABOVE THE TRENDS

• Autor(a) principal: Pezarini, Agnaldo Ronie
• Data de Publicação: 2020
• Outros Autores: Maciel, Maria Delourdes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/10800
• topic: Argumentação. Ensino de Ciências e Biologia. Modelo Didático Misto. Toulmin. Bonini; Argumentation; Sciences and Biology Teaching; Mixed Teaching Model; Toulmin; Bonini

  This article refers to the results of a research about the argumentation in Teaching Sciences and Biology. Its singularity is in the building of the Mixed Teaching Model (MTM), setting as target to identify if the MTM created enables the students of nineth class of Fundamental School and the third class of High School to build quality argumentation and verify what is the place and the relation between the narrative and the argumentation. As regard to the methodology, the research is a kind of intervention thru didactic sequences, besides getting initial diagnosis of the conception and the argumentative skill by the application of a questionnaire and get new conceptions thru the performance of a focal group after the MTM intervention. As to the obtained results, they were relevant as to the quality of the arguments as well the argumentations, because there was an enhance in quality as the MTM was developed in its phases and, when analyzed the constructions of the students, it was noticed an enhance in the quality of the structure and arguments content and the argumentations once the quality level (AQL) in the nineth class of Fundamental School went from level 1 to level 5, with the intervention of the MTM. In third class of High School, the AQL went from level 2 to level 5. From the MTM, it was also possible to place and identify what is the relation between explanation and narrative with argumentation.