Classroom argumentation in a physical knowledge class for eight to ten years old students
This paper is concerned with the study of the argumentation of eight to ten years old students in a physical knowledge class. The analysis was carried out from the structural point of view, through the identification of the components present in isolated arguments, as well as looking for different i...
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Universidade Federal do Rio Grande do Sul
2000-05-01
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Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID63/v5_n3_a2000.pdf |
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doaj-2a520e7a745c4321a6d644a63275b8ae2020-11-24T22:41:52ZengUniversidade Federal do Rio Grande do Sul Investigações em Ensino de Ciências1518-87952000-05-0153171189Classroom argumentation in a physical knowledge class for eight to ten years old studentsAnna Maria Pessoa de CarvalhoMaria Candida Varone de Morais CapecchiThis paper is concerned with the study of the argumentation of eight to ten years old students in a physical knowledge class. The analysis was carried out from the structural point of view, through the identification of the components present in isolated arguments, as well as looking for different ideas and searching for syntheses in the argumentation as a whole. It was also observed in which way the teacher conducted the discussion and a IRF discursive standard mainly elucidative was identified. This kind of discourse provided a cooperative space for the externalization of ideas, which allowed at the same time the respect for alternative explanations and the selfconfidence regarding of complementary arguments. Besides presenting many statements in their justifications, relating them to the data they gathered, students stated hypotheses from their conclusions and the proposed problem stimulated them not only to solve it but to try alternative solutions as well.http://www.if.ufrgs.br/ienci/artigos/Artigo_ID63/v5_n3_a2000.pdfclassroom argumentationphysical knowledgeelementary school |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Anna Maria Pessoa de Carvalho Maria Candida Varone de Morais Capecchi |
spellingShingle |
Anna Maria Pessoa de Carvalho Maria Candida Varone de Morais Capecchi Classroom argumentation in a physical knowledge class for eight to ten years old students Investigações em Ensino de Ciências classroom argumentation physical knowledge elementary school |
author_facet |
Anna Maria Pessoa de Carvalho Maria Candida Varone de Morais Capecchi |
author_sort |
Anna Maria Pessoa de Carvalho |
title |
Classroom argumentation in a physical knowledge class for eight to ten years old students |
title_short |
Classroom argumentation in a physical knowledge class for eight to ten years old students |
title_full |
Classroom argumentation in a physical knowledge class for eight to ten years old students |
title_fullStr |
Classroom argumentation in a physical knowledge class for eight to ten years old students |
title_full_unstemmed |
Classroom argumentation in a physical knowledge class for eight to ten years old students |
title_sort |
classroom argumentation in a physical knowledge class for eight to ten years old students |
publisher |
Universidade Federal do Rio Grande do Sul |
series |
Investigações em Ensino de Ciências |
issn |
1518-8795 |
publishDate |
2000-05-01 |
description |
This paper is concerned with the study of the argumentation of eight to ten years old students in a physical knowledge class. The analysis was carried out from the structural point of view, through the identification of the components present in isolated arguments, as well as looking for different ideas and searching for syntheses in the argumentation as a whole. It was also observed in which way the teacher conducted the discussion and a IRF discursive standard mainly elucidative was identified. This kind of discourse provided a cooperative space for the externalization of ideas, which allowed at the same time the respect for alternative explanations and the selfconfidence regarding of complementary arguments. Besides presenting many statements in their justifications, relating them to the data they gathered, students stated hypotheses from their conclusions and the proposed problem stimulated them not only to solve it but to try alternative solutions as well. |
topic |
classroom argumentation physical knowledge elementary school |
url |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID63/v5_n3_a2000.pdf |
work_keys_str_mv |
AT annamariapessoadecarvalho classroomargumentationinaphysicalknowledgeclassforeighttotenyearsoldstudents AT mariacandidavaronedemoraiscapecchi classroomargumentationinaphysicalknowledgeclassforeighttotenyearsoldstudents |
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