Ações e indicadores da construção do argumento em aula de Ciências

• Main Authors: Lúcia Helena Sasseron, Anna Maria Pessoa de Carvalho
• Format: Article
• Language: Spanish
• Published: Universidade Federal de Minas Gerais 2013-01-01
• Series: Ensaio Pesquisa em Educação em Ciências
• Online Access: http://www.redalyc.org/articulo.oa?id=129528214011

In this paper, we present some ideas concerning the use of Toulmin’s Argument Pattern (TAP) in research on science teaching. We support studies in the area that mention the possible inadequacy of this standard when used to analyze the interactions occurring in the classroom. We believe that its use in our research can be better used when we insert elements directly related to science education. In this paper, we propose an analysis focused both on the responses of the students and the teacher’s actions to foster discussions that occurred in the classroom. In addition to TAP, in our analysis, we use categories proposed for the study of discursive interactions occurring in science classrooms: to analyze the speech of students, we use indicators of Scientific Literacy, and to analyze the actions of the teacher, we propose new categories that directly relate to the promotion of research and argumentation in the classroom. Based on these results, we conclude that the establishment of correlation between facts and ideas (not regarded by TAP) is an essential step for the construction of argument in science classes.