Desenvolvendo habilidades argumentativas em aulas de Biologia: uma atividade experimental baseada na perspectiva Predizer, Observar e Argumentar (POA)

There is an important process in the discourse of science, which should be promoted in the classroom. In this context, teaching students to argue scientifically is a pedagogical goal, although studies indicate that they have difficulty constructing quality arguments. In view of this scenario, the...

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書誌詳細
第一著者: Medeiros, Edilene Ferreira de
その他の著者: Silva, Márcia Gorette Lima da
フォーマット: Dissertação
言語:por
出版事項: Brasil
主題:
Ensino de Biologia
Fotossíntese
Argumentação
Respiração
Predizer-Observar-Argumentar
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA: ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA
オンライン･アクセス:https://repositorio.ufrn.br/jspui/handle/123456789/25972
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その他の書誌記述
要約:There is an important process in the discourse of science, which should be promoted in the classroom. In this context, teaching students to argue scientifically is a pedagogical goal, although studies indicate that they have difficulty constructing quality arguments. In view of this scenario, the objective of this work was to provide situations to develop argumentative abilities in high school students of the IFRN from an experimental activity entitled "Energy metabolism in plants: photosynthesis and respiration" and structured from the Predict-Observe and Argue. At the end of the intervention, the oral discourse and the written arguments produced by the student groups were evaluated, using the Jiménez-Aleixandre (1998) and Mcneill et al. (2006). As a result of the intervention the groups produced well-structured arguments, presenting data, justifications, basic knowledge and conclusion, and with the specific content accepted by the scientific community. As a result, we observed that after the activities the students presented written arguments partially valid and / or totally valid. Group 01 revealed a better coordination between the elements of the argument when compared to group 02. Considering the results we can signal that it is possible to teach students to argue from experimental activities structured in the perspective of Observation-Argumentation.

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