Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects

• Autor(a) principal: da Costa Tourinho e Silva, Adjane
• Data de Publicação: 2019
• Outros Autores: Nardi, Roberto
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
• Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/7401
• topic: Educação; ensino-aprendizagem; Argumentos; Características e qualidade de argumentos;Educação em Ciências; Arguments; Characteristics and quality of arguments; Science education

In this paper, we present a discussion about the structure and quality of the arguments elaborated by Chemistry and Physics teachers on subjects of Science Education. The protocol for obtaining the research data corresponded to assertions on which the research subjects had to express their points of view, justifying them. The written data were analyzed in according to Toulmin's Argument Pattern (2006), but re-placed in the density of a situated discourse (AMOSSY, 2007). The arguments produced were compared to each other and characterized in their quality regarding a dialectical structural as well as rhetorical aspects. In addition to a basic argument structure, were found arguments with refutators, which originated another argumentative structure with detailed data presentations and background knowledge. We also verified elements that could be perceived as characteristic of the dimension of pathos and ethos, from the point of view of argumentation as persuasion.