Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/976 |
Resumo: | The purpose of this essay is to discuss the possibility of articulation between the argumentation, in the perspective of the Toulmin’s pattern, and the development of conceptual, epistemic and social practices in the teaching of Science, from national and international scientific research. To achieve such an intention, it’s carried out an investigation of qualitative approach, in which we developed a bibliographical research in books and scientific articles related to the theme, considering the contribution of diverse authors. The studies show the relevance of the articulation of the argumentative process and the conceptual, epistemic and social practices during the construction of scientific knowledge, highlighting the need for an enabling environment for such harmonization to take place. Besides that, the argumentative actions depend on the work of the educator as epistemic and social authority that promotes the development of the debates and defenses of ideas for the deepening of the understanding of the topics covered. It’s concluded that the harmonization between the structurally valid arguments and the different conceptual, epistemic and social practices is perceived as constituting the construction of a way of looking, giving meaning to phenomena and legitimizing the knowledge produced in the perspective of school Science. |
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Articulation between argumentation and conceptual, epistemic and social practices in the Science classroomArticulación entre argumentación y prácticas conceptuales, epistémicas y sociales en el aula de CienciasArticulação entre argumentação e práticas conceituais, epistêmicas e sociais na sala de aula de CiênciasEducação CientíficaProcesso argumentativoObjetivos de aprendizagemHarmonização.Educación CientíficaProceso argumentativoObjetivos de aprendizajeArmonización.Scientific EducationArgumentative processLearning objectivesHarmonization.The purpose of this essay is to discuss the possibility of articulation between the argumentation, in the perspective of the Toulmin’s pattern, and the development of conceptual, epistemic and social practices in the teaching of Science, from national and international scientific research. To achieve such an intention, it’s carried out an investigation of qualitative approach, in which we developed a bibliographical research in books and scientific articles related to the theme, considering the contribution of diverse authors. The studies show the relevance of the articulation of the argumentative process and the conceptual, epistemic and social practices during the construction of scientific knowledge, highlighting the need for an enabling environment for such harmonization to take place. Besides that, the argumentative actions depend on the work of the educator as epistemic and social authority that promotes the development of the debates and defenses of ideas for the deepening of the understanding of the topics covered. It’s concluded that the harmonization between the structurally valid arguments and the different conceptual, epistemic and social practices is perceived as constituting the construction of a way of looking, giving meaning to phenomena and legitimizing the knowledge produced in the perspective of school Science.El propósito de este ensayo es discutir la posibilidad de articulación entre la argumentación, en la perspectiva del patrón de Toulmin, y el desarrollo de prácticas conceptuales, epistémicas y sociales en la enseñanza de las Ciencias, a partir de investigaciones científicas nacionales e internacionales. Para alcanzar esta intención, se realiza una investigación de abordaje cualitativo, en la que desarrollamos una investigación bibliográfica en libros y artículos científicos relacionados con la temática, considerando la contribución de diversos autores. Los estudios evidencian la relevancia de la articulación del proceso argumentativo y las prácticas conceptuales, epistémicas y sociales durante la construcción del conocimiento científico, destacando la necesidad de un ambiente propicio para que tal armonización ocurra. Además, las acciones argumentativas dependen del trabajo del educador como autoridad epistémica y social que promueve el desarrollo de los debates y defensas de ideas para la profundización del entendimiento de los temas abordados. Se concluye que la armonización entre las argumentaciones estructuralmente válidas y las diferentes prácticas conceptuales, epistémicas y sociales es percibida como constitutiva de la construcción de una forma de mirar, dar sentido a los fenómenos y legitimar los conocimientos producidos en la perspectiva de la Ciencia escolar.O propósito deste ensaio é discutir a possibilidade de articulação entre a argumentação, na perspectiva do padrão de Toulmin, e o desenvolvimento de práticas conceituais, epistêmicas e sociais no ensino de Ciências, a partir de pesquisas científicas nacionais e internacionais. Para alcançar tal intenção, realiza-se uma investigação de abordagem qualitativa, na qual desenvolvemos uma pesquisa bibliográfica em livros e artigos científicos relacionados a temática, considerando a contribuição de diversificados autores. Os estudos evidenciam a relevância da articulação do processo argumentativo e as práticas conceituais, epistêmicas e sociais durante a construção do conhecimento científico, destacando a necessidade de um ambiente propício para que tal harmonização ocorra. Além disso, as ações argumentativas dependem do trabalho do educador como autoridade epistêmica e social que promove o desenvolvimento dos debates e defesas de ideias para o aprofundamento do entendimento dos temas abordados. Conclui-se que a harmonização entre as argumentações estruturalmente válidas e as diferentes práticas conceituais, epistêmicas e sociais é percebida como constitutiva da construção de uma forma de olhar, dar sentido aos fenômenos e legitimar os conhecimentos produzidos na perspectiva da Ciência escolar.Research, Society and Development2019-03-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/97610.33448/rsd-v8i5.976Research, Society and Development; Vol. 8 No. 5; e2585976Research, Society and Development; Vol. 8 Núm. 5; e2585976Research, Society and Development; v. 8 n. 5; e25859762525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/976/824Copyright (c) 2019 Willa Nayana Corrêa Almeida, João Manoel da Silva Malheiroinfo:eu-repo/semantics/openAccessAlmeida, Willa Nayana CorrêaMalheiro, João Manoel da Silva2020-03-25T16:07:02Zoai:ojs.pkp.sfu.ca:article/976Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:12.593454Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom Articulación entre argumentación y prácticas conceptuales, epistémicas y sociales en el aula de Ciencias Articulação entre argumentação e práticas conceituais, epistêmicas e sociais na sala de aula de Ciências |
title |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom |
spellingShingle |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom Almeida, Willa Nayana Corrêa Educação Científica Processo argumentativo Objetivos de aprendizagem Harmonização. Educación Científica Proceso argumentativo Objetivos de aprendizaje Armonización. Scientific Education Argumentative process Learning objectives Harmonization. |
title_short |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom |
title_full |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom |
title_fullStr |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom |
title_full_unstemmed |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom |
title_sort |
Articulation between argumentation and conceptual, epistemic and social practices in the Science classroom |
author |
Almeida, Willa Nayana Corrêa |
author_facet |
Almeida, Willa Nayana Corrêa Malheiro, João Manoel da Silva |
author_role |
author |
author2 |
Malheiro, João Manoel da Silva |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Almeida, Willa Nayana Corrêa Malheiro, João Manoel da Silva |
dc.subject.por.fl_str_mv |
Educação Científica Processo argumentativo Objetivos de aprendizagem Harmonização. Educación Científica Proceso argumentativo Objetivos de aprendizaje Armonización. Scientific Education Argumentative process Learning objectives Harmonization. |
topic |
Educação Científica Processo argumentativo Objetivos de aprendizagem Harmonização. Educación Científica Proceso argumentativo Objetivos de aprendizaje Armonización. Scientific Education Argumentative process Learning objectives Harmonization. |
description |
The purpose of this essay is to discuss the possibility of articulation between the argumentation, in the perspective of the Toulmin’s pattern, and the development of conceptual, epistemic and social practices in the teaching of Science, from national and international scientific research. To achieve such an intention, it’s carried out an investigation of qualitative approach, in which we developed a bibliographical research in books and scientific articles related to the theme, considering the contribution of diverse authors. The studies show the relevance of the articulation of the argumentative process and the conceptual, epistemic and social practices during the construction of scientific knowledge, highlighting the need for an enabling environment for such harmonization to take place. Besides that, the argumentative actions depend on the work of the educator as epistemic and social authority that promotes the development of the debates and defenses of ideas for the deepening of the understanding of the topics covered. It’s concluded that the harmonization between the structurally valid arguments and the different conceptual, epistemic and social practices is perceived as constituting the construction of a way of looking, giving meaning to phenomena and legitimizing the knowledge produced in the perspective of school Science. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-03-06 |
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://rsdjournal.org/index.php/rsd/article/view/976 10.33448/rsd-v8i5.976 |
url |
https://rsdjournal.org/index.php/rsd/article/view/976 |
identifier_str_mv |
10.33448/rsd-v8i5.976 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/976/824 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Willa Nayana Corrêa Almeida, João Manoel da Silva Malheiro info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Willa Nayana Corrêa Almeida, João Manoel da Silva Malheiro |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 8 No. 5; e2585976 Research, Society and Development; Vol. 8 Núm. 5; e2585976 Research, Society and Development; v. 8 n. 5; e2585976 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052733021224960 |