Students' discursive interaction and argumentation during physics teaching
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2021 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | por eng |
| Título da fonte: | Revista Brasileira de Ensino de Ciência e Tecnologia |
| Texto Completo: | https://periodicos.utfpr.edu.br/rbect/article/view/13677 |
Resumo: | This work presents some results of a study carried out in a doctorate program aiming to investigate the articulation between the discursive interaction process and the formation of arguments by students in physics classes. This is a qualitative study developed with a group of students in the 2nd grade of high school, in a public school in the State of São Paulo, in which the teacher of the class is also the researcher. The data was collected throughout a two-month period, and consisted of videoed activities and texts written by the students. The data analysis was carried out based on the concept of the Argumentative Reasoning Line (ARL), following Toulmin's (2006) argument pattern and the idea of the Reasoning Line presented by Martins and Justi (2017), along with the Mortimer and Scott tool (2002), referring to the argumentative and discursive processes, respectively. Our results revealed the use of concepts of physics in the ARL, triggered by the discursive process between the teacher-researcher and the students. Thus, we have evidence that the articulation between the discursive and argumentative process favored the students’ active participation in the teaching and learning process of physics, a fact that indicates the contribution of this work to the discussions in the area of physics teaching, regarding the discursive and argumentative process use in the classroom. |
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Students' discursive interaction and argumentation during physics teachingInteração discursiva e argumentação dos alunos no ensino de físicaEnsino de Ciências, Ensino de Física; FísicaProcesso discursivo; Argumentação; Ensino de FísicaDiscursive process; Argumentation; Physics teachingThis work presents some results of a study carried out in a doctorate program aiming to investigate the articulation between the discursive interaction process and the formation of arguments by students in physics classes. This is a qualitative study developed with a group of students in the 2nd grade of high school, in a public school in the State of São Paulo, in which the teacher of the class is also the researcher. The data was collected throughout a two-month period, and consisted of videoed activities and texts written by the students. The data analysis was carried out based on the concept of the Argumentative Reasoning Line (ARL), following Toulmin's (2006) argument pattern and the idea of the Reasoning Line presented by Martins and Justi (2017), along with the Mortimer and Scott tool (2002), referring to the argumentative and discursive processes, respectively. Our results revealed the use of concepts of physics in the ARL, triggered by the discursive process between the teacher-researcher and the students. Thus, we have evidence that the articulation between the discursive and argumentative process favored the students’ active participation in the teaching and learning process of physics, a fact that indicates the contribution of this work to the discussions in the area of physics teaching, regarding the discursive and argumentative process use in the classroom.Este trabalho traz alguns resultados acerca de uma pesquisa de doutorado com o objetivo de investigar a articulação entre o processo de interação discursiva e a formação de argumentos pelos alunos no Ensino de Física. Desenvolvemos o estudo, de cunho qualitativo, com uma turma de alunos da 2ª série do Ensino Médio, em uma escola pública do Estado de São Paulo, na qual a professora da turma é também a pesquisadora. Os dados foram constituídos durante um bimestre, por meio da filmagem das atividades e pela escrita de textos pelos alunos. Para a análise dos dados propomos o conceito de Linha de Raciocínio Argumentativo (LRA), com base no padrão de argumento de Toulmin (2006) e a ideia de Linha de Raciocínio apresentada por Martins e Justi (2017), juntamente com a ferramenta de Mortimer e Scott (2002), referentes aos processos argumentativo e discursivo, respectivamente. Os resultados evidenciaram o uso de conceitos de Física nas LRA, desencadeadas por meio do processo discursivo entre a professora-pesquisadora e os estudantes. Assim, temos indícios que a articulação entre o processo discursivo e argumentativo favoreceu a participação ativa dos alunos no processo de ensino e de aprendizagem de Física, fato que indica a contribuição deste trabalho para as discussões na área do Ensino de Física, referentes ao uso do processo discursivo e argumentativo em sala de aula.Universidade Tecnológica Federal do Paraná (UTFPR)Galvão, Idmaura Calderaro MartinsKondarzewski, Isabel Cristina de Castro2021-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/1367710.3895/rbect.v14n3.13677Revista Brasileira de Ensino de Ciência e Tecnologia; v. 14, n. 3 (2021)1982-873X10.3895/rbect.v14n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporenghttps://periodicos.utfpr.edu.br/rbect/article/view/13677/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/13677/pdf_1Direitos autorais 2021 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-11-16T12:01:16Zoai:periodicos.utfpr:article/13677Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-11-16T12:01:16Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false |
| dc.title.none.fl_str_mv |
Students' discursive interaction and argumentation during physics teaching Interação discursiva e argumentação dos alunos no ensino de física |
| title |
Students' discursive interaction and argumentation during physics teaching |
| spellingShingle |
Students' discursive interaction and argumentation during physics teaching Galvão, Idmaura Calderaro Martins Ensino de Ciências, Ensino de Física; Física Processo discursivo; Argumentação; Ensino de Física Discursive process; Argumentation; Physics teaching |
| title_short |
Students' discursive interaction and argumentation during physics teaching |
| title_full |
Students' discursive interaction and argumentation during physics teaching |
| title_fullStr |
Students' discursive interaction and argumentation during physics teaching |
| title_full_unstemmed |
Students' discursive interaction and argumentation during physics teaching |
| title_sort |
Students' discursive interaction and argumentation during physics teaching |
| author |
Galvão, Idmaura Calderaro Martins |
| author_facet |
Galvão, Idmaura Calderaro Martins Kondarzewski, Isabel Cristina de Castro |
| author_role |
author |
| author2 |
Kondarzewski, Isabel Cristina de Castro |
| author2_role |
author |
| dc.contributor.none.fl_str_mv |
|
| dc.contributor.author.fl_str_mv |
Galvão, Idmaura Calderaro Martins Kondarzewski, Isabel Cristina de Castro |
| dc.subject.por.fl_str_mv |
Ensino de Ciências, Ensino de Física; Física Processo discursivo; Argumentação; Ensino de Física Discursive process; Argumentation; Physics teaching |
| topic |
Ensino de Ciências, Ensino de Física; Física Processo discursivo; Argumentação; Ensino de Física Discursive process; Argumentation; Physics teaching |
| description |
This work presents some results of a study carried out in a doctorate program aiming to investigate the articulation between the discursive interaction process and the formation of arguments by students in physics classes. This is a qualitative study developed with a group of students in the 2nd grade of high school, in a public school in the State of São Paulo, in which the teacher of the class is also the researcher. The data was collected throughout a two-month period, and consisted of videoed activities and texts written by the students. The data analysis was carried out based on the concept of the Argumentative Reasoning Line (ARL), following Toulmin's (2006) argument pattern and the idea of the Reasoning Line presented by Martins and Justi (2017), along with the Mortimer and Scott tool (2002), referring to the argumentative and discursive processes, respectively. Our results revealed the use of concepts of physics in the ARL, triggered by the discursive process between the teacher-researcher and the students. Thus, we have evidence that the articulation between the discursive and argumentative process favored the students’ active participation in the teaching and learning process of physics, a fact that indicates the contribution of this work to the discussions in the area of physics teaching, regarding the discursive and argumentative process use in the classroom. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-12-28 |
| dc.type.none.fl_str_mv |
|
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
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publishedVersion |
| dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/13677 10.3895/rbect.v14n3.13677 |
| url |
https://periodicos.utfpr.edu.br/rbect/article/view/13677 |
| identifier_str_mv |
10.3895/rbect.v14n3.13677 |
| dc.language.iso.fl_str_mv |
por eng |
| language |
por eng |
| dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/13677/pdf https://periodicos.utfpr.edu.br/rbect/article/view/13677/pdf_1 |
| dc.rights.driver.fl_str_mv |
Direitos autorais 2021 CC-BY http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Direitos autorais 2021 CC-BY http://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf application/pdf |
| dc.publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
| publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
| dc.source.none.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia; v. 14, n. 3 (2021) 1982-873X 10.3895/rbect.v14n3 reponame:Revista Brasileira de Ensino de Ciência e Tecnologia instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
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Universidade Tecnológica Federal do Paraná (UTFPR) |
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UTFPR |
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UTFPR |
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Revista Brasileira de Ensino de Ciência e Tecnologia |
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Revista Brasileira de Ensino de Ciência e Tecnologia |
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Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR) |
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||rbect-pg@utfpr.edu.br |
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