A escassez de água na caatinga: uma questão sociocientífica para desenvolver habilidades argumentativas nas aulas de biologia
In this research, we investigate a classroom experience with the use of argumentation in science education. The need to make the process of teaching and learning science more efficient and to expand the discussion about didactic proposals for its teaching determined the choice of the subject matter...
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| Μορφή: | Dissertação |
| Γλώσσα: | por |
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Brasil
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| Διαθέσιμο Online: | https://repositorio.ufrn.br/jspui/handle/123456789/25115 |
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| Περίληψη: | In this research, we investigate a classroom experience with the use of argumentation in science education. The need to make the process of teaching and learning science more efficient and to expand the discussion about didactic proposals for its teaching determined the choice of the subject matter of study. In order to do so, one of the views of theories of argumentation in Science education were taken as base for the use of a Socioscientific Issue was focused on an authentic problem as a tool in the development of argumentative skills. The research was conducted in a school of secondary education integrated with technical education of the federal public education network of Rio Grande do Norte with students from the 1st to the 4th year. The objectives included the elaboration and application of the educational product, a sequence of activities on the subject of water scarcity at Seridó, entitled 'Where is the water that was here?', and after its application was sought to evaluate the arguments produced by the students. For the analysis of the data an array of elements of the argument was elaborated from different authors, as well as lines of analysis of the quality and level of the arguments validated in the literature. The results indicated that in the first proposed activity regarding the structure, more than half of the student presented arguments with data, justification and conclusion. Regarding the quality of the arguments, from the combinations of the elements, more than half arrived between 4 and 5 elements present in their arguments, among them refutation. In the second activity, with respect to the quality of the arguments and, particularly with regard to the scientific content, we observe a progression in which only one group did not present scientific data (collected in the field trip) suitable for conclusion. On the other hand, it is emphasized that although the justification is related to the conclusion, some of the participants had difficulties in relating data to conclusion. Regarding the proposed resolutions for the proposed problem were of a technical nature, it stands out in addition to the expressive number of these, most reached levels 3 and 4, as they presented more than one justification clearly distinguishing the conclusion. We understand that the activities could contribute to broaden their perceptions regarding the theme, and at the same time to incorporate the various scientific concepts into their arguments. Thus, we understand that the results found here highlight the importance of discussing socio-scientific issues (based on authentic problems) in the classroom for the development of students' argumentative skills in order to assist them in decision-making processes and to foster scientific knowledge. |
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