Argumentation in socio-scientific discussions

Abstract

This study aimed to understand the development of the argument in socio-scientific discussions in Chemistry lessons. Were investigated classes of three teachers in public schools in high school of the Federal District – Brazil to identify the occurrence of argumentative situations, actions favorable to the development of the arguments made by the teachers, and the presence of scientific knowledge on the composition of the arguments developed. The monitoring of the classes involved videotaping lessons; field notes; interview in focus groups with students and individually with each one of the teachers; and the application of a questionnaire for the teachers. The results showed that the teachers have established an opportune environment to argumentative practice when promoted socio-scientific discussions, facilitate the verbalization, and use strategies aimed at the participation of students as interlocutors in discussion and interaction. On the other hand, it was found that the argumentative situations identified were not very significant and that the teachers had difficulties in developing specific verbal actions directed to the establishment of the argumentation and for the mobilization of scientific knowledge in the construction of arguments.