Argumentation of basic education students about socio-scientific dilemmas in the ENGAGE Project

• Autor(a) principal: Pinto, Sônia Maria
• Data de Publicação: 2018
• Outros Autores: Ribeiro, Silvar Ferreira, Rocha, Ana Karine Loula Torres, Okada, Alexandra Lilavati Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• DOI: 10.21723/riaee.v13.n1.2018.10242
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/10242
• topic: Argumentation. Responsible research and innovation. ENGAGE.; Argumentación. Investigación e innovación responsables. ENGAGE.; Argumentação. Pesquisa e inovação responsáveis. ENGAGE.

This study was carried out within the framework of the European ENGAGE project which proposes the development of scientific skills in the context of Responsible Research and Innovation (RRI). It has been questioned, how do students use evidence-based argumentation to justify opinions about socio-scientific dilemmas? It aimed at proposing alternative methodologies to teachers to improve students' performance in the study of science. The research was a partnership between the Open University (OU-UK) of England and the State University of Bahia (UNEB), held in a public school in the Municipality of Irecê-Ba-Brazil, with students of basic education. All the elements of the argumentation were identified during the activities carried out by the students of the three groups analyzed. However, it was observed that they presented difficulties to elaborate a justification based on evidence, responding to the proposed dilemma and describing scientific thinking in a systematized form. The study also pointed out the need for continuity of research using technological elements that would support the student with the structuring of his ideas.