Stimulating Scientific Argumentation in a elementary School Class
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/31678 |
Resumo: | The argument, given as a set of premises or assumptions to defend a certain point of view, must be worked on the school environment aiming to improve the diffusion of ideas of the subjects involved. Linked to this fact, scientific argumentation enters, which is based on the complex foundation of observations and results in decision making. Thus, the objective of this work was to improve the aesthetics of scientific argumentation of students from an elementary school class, first analyzing how they argued in front of four pieces of news and, then, explaining a structural model of scientific argumentation to later ask them to rewrite the argumentative text. The main results show that initially the students, when faced with the news, only mentioned if they were false or true and, rarely, they gave justifications for their conclusion, and thus, after the dynamics of sugarplum, the arguments of the students became more complex, since most students made use of most of the elements of cientific argumentation. In other classes, it is observed that students began to increase the complexity of their arguments. Thus, as highlighted in the theoretical frameworks, scientific argumentation should be stimulated in science classes, and the result of this stimulus in the developed activity was the increase in the complexity of the students' scientific argumentation, evidenced by the substantial increase in elements of argumentation in the texts written by students. |
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Stimulating Scientific Argumentation in a elementary School Class Estimulando la Argumentación Científica en una Clase de Escuela Primaria Estimulando a Argumentação Científica em uma turma do Ensino FundamentalArgumentação científicaEnsino de CiênciasToulmin.Argumentación científicaEnseñanza de las cienciasToulmin.Scientific argumentationScience teachingToulmin.The argument, given as a set of premises or assumptions to defend a certain point of view, must be worked on the school environment aiming to improve the diffusion of ideas of the subjects involved. Linked to this fact, scientific argumentation enters, which is based on the complex foundation of observations and results in decision making. Thus, the objective of this work was to improve the aesthetics of scientific argumentation of students from an elementary school class, first analyzing how they argued in front of four pieces of news and, then, explaining a structural model of scientific argumentation to later ask them to rewrite the argumentative text. The main results show that initially the students, when faced with the news, only mentioned if they were false or true and, rarely, they gave justifications for their conclusion, and thus, after the dynamics of sugarplum, the arguments of the students became more complex, since most students made use of most of the elements of cientific argumentation. In other classes, it is observed that students began to increase the complexity of their arguments. Thus, as highlighted in the theoretical frameworks, scientific argumentation should be stimulated in science classes, and the result of this stimulus in the developed activity was the increase in the complexity of the students' scientific argumentation, evidenced by the substantial increase in elements of argumentation in the texts written by students.La argumentación, dada como un conjunto de premisas o supuestos para defender un determinado punto de vista, debe ser trabajada en el ámbito escolar para mejorar la difusión de las ideas de los sujetos implicados. Ligado a este hecho, entra la argumentación científica, que se sustenta en el complejo fundamento de las observaciones y resultados en la toma de decisiones. Así, el objetivo de este trabajo fue mejorar la estética de la argumentación científica de los estudiantes de una clase de educación primaria, primero analizando cómo argumentaban frente a cuatro noticias y, luego, explicando un modelo estructural de argumentación científica para luego preguntarles reescribir el texto argumentativo. Los principales resultados muestran que inicialmente los estudiantes, ante las noticias, solo mencionaban si eran falsas o verdaderas y, en raras ocasiones, justificaban su conclusión, y así, siguiendo la dinámica de los dulces, los argumentos de los estudiantes se volvió más complejo, ya que la mayoría de los estudiantes hizo uso de la mayoría de los elementos de argumentación cientifica. En otras clases, se observa que los estudiantes comenzaron a aumentar la complejidad de sus argumentos. Así, como se destaca en los marcos teóricos, la argumentación científica debe ser estimulada en las clases de ciencias, y el resultado de este estímulo en la actividad desarrollada fue el aumento de la complejidad de la argumentación científica de los estudiantes, evidenciado por el incremento sustancial de elementos de argumentación. en los textos escritos por los estudiantes.A argumentação, dada como um conjunto de premissas ou suposições para defender certo ponto de vista, deve ser trabalhada no âmbito escolar visando aprimorar a difusão de ideias dos sujeitos envoltos. Atrelado a tal fato adentra a argumentação científica, que se baseia na fundamentação complexa de observações e resultados na tomada de decisão. Assim, o objetivo deste trabalho foi aprimorar a estética da argumentação científica de alunos de uma turma do ensino fundamental, primeiro analisando como eles argumentavam perante quatro notícias e, depois, explicando um modelo estrutural da argumentação científica para posteriormente solicitar que eles reescrevessem o texto argumentativo. Os principais resultados demonstram que inicialmente os alunos, quando deparado com as notícias, só citavam se elas eram falsas ou verdadeiras e, raramente, davam justificativas para sua conclusão, e assim, após a dinâmica do bombom, a argumentação dos alunos tornou mais complexa, uma vez que a maioria dos alunos fez uso de grande parte dos elementos da argumentação científica. Em outras aulas, observa-se que os alunos começaram a aumentar a complexidade de sua argumentação. Assim, como destacado nos referenciais teóricos, a argumentação científica deve ser estimulada nas aulas de ciências, e o resultando desse estimulo na atividade desenvolvida foi o aumento da complexidade da argumentação científica dos alunos, evidencia esta devido ao aumento substancial de elementos da argumentação nos textos escritos pelos estudantes.Research, Society and Development2022-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3167810.33448/rsd-v11i9.31678Research, Society and Development; Vol. 11 No. 9; e0111931678Research, Society and Development; Vol. 11 Núm. 9; e0111931678Research, Society and Development; v. 11 n. 9; e01119316782525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/31678/26845Copyright (c) 2022 João Pedro Mardegan Ribeirohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRibeiro, João Pedro Mardegan2022-07-21T12:36:16Zoai:ojs.pkp.sfu.ca:article/31678Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:47:56.119686Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Stimulating Scientific Argumentation in a elementary School Class Estimulando la Argumentación Científica en una Clase de Escuela Primaria Estimulando a Argumentação Científica em uma turma do Ensino Fundamental |
title |
Stimulating Scientific Argumentation in a elementary School Class |
spellingShingle |
Stimulating Scientific Argumentation in a elementary School Class Ribeiro, João Pedro Mardegan Argumentação científica Ensino de Ciências Toulmin. Argumentación científica Enseñanza de las ciencias Toulmin. Scientific argumentation Science teaching Toulmin. |
title_short |
Stimulating Scientific Argumentation in a elementary School Class |
title_full |
Stimulating Scientific Argumentation in a elementary School Class |
title_fullStr |
Stimulating Scientific Argumentation in a elementary School Class |
title_full_unstemmed |
Stimulating Scientific Argumentation in a elementary School Class |
title_sort |
Stimulating Scientific Argumentation in a elementary School Class |
author |
Ribeiro, João Pedro Mardegan |
author_facet |
Ribeiro, João Pedro Mardegan |
author_role |
author |
dc.contributor.author.fl_str_mv |
Ribeiro, João Pedro Mardegan |
dc.subject.por.fl_str_mv |
Argumentação científica Ensino de Ciências Toulmin. Argumentación científica Enseñanza de las ciencias Toulmin. Scientific argumentation Science teaching Toulmin. |
topic |
Argumentação científica Ensino de Ciências Toulmin. Argumentación científica Enseñanza de las ciencias Toulmin. Scientific argumentation Science teaching Toulmin. |
description |
The argument, given as a set of premises or assumptions to defend a certain point of view, must be worked on the school environment aiming to improve the diffusion of ideas of the subjects involved. Linked to this fact, scientific argumentation enters, which is based on the complex foundation of observations and results in decision making. Thus, the objective of this work was to improve the aesthetics of scientific argumentation of students from an elementary school class, first analyzing how they argued in front of four pieces of news and, then, explaining a structural model of scientific argumentation to later ask them to rewrite the argumentative text. The main results show that initially the students, when faced with the news, only mentioned if they were false or true and, rarely, they gave justifications for their conclusion, and thus, after the dynamics of sugarplum, the arguments of the students became more complex, since most students made use of most of the elements of cientific argumentation. In other classes, it is observed that students began to increase the complexity of their arguments. Thus, as highlighted in the theoretical frameworks, scientific argumentation should be stimulated in science classes, and the result of this stimulus in the developed activity was the increase in the complexity of the students' scientific argumentation, evidenced by the substantial increase in elements of argumentation in the texts written by students. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-01 |
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://rsdjournal.org/index.php/rsd/article/view/31678 10.33448/rsd-v11i9.31678 |
url |
https://rsdjournal.org/index.php/rsd/article/view/31678 |
identifier_str_mv |
10.33448/rsd-v11i9.31678 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/31678/26845 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 João Pedro Mardegan Ribeiro https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 João Pedro Mardegan Ribeiro https://creativecommons.org/licenses/by/4.0 |
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. 11 No. 9; e0111931678 Research, Society and Development; Vol. 11 Núm. 9; e0111931678 Research, Society and Development; v. 11 n. 9; e0111931678 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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1797052716897271808 |