Construction of written arguments: The influence of design education and speech genre

Abstract

The purpose of this study is to compare the construction of the writing school-based scientific in chemistry classes through the quality of the arguments produced by students of basic education after participation in laboratory activity conceived in two methodologies of mediation. In the first conception of mediation (A) the school-based scientific concept was first exposed to a class of students by demonstrating, in a structured way, according to a proposed sequence of formal education, and after their application has been requested to the students prepare a report. In the second methodology of mediation (B) the school-based scientific concept was exposed for demonstration and dialogically debated with a second class of students, adding to evidence of learning by research. A guideline report was distributed and discussed with the students. Written reports produced by students were analyzed with emphasis on the elements of the Standard Argument Toulmin, "Warrant" and "Backing". The results of the analysis show that there are significant differences in the construction of "warrant" and "backing" in the light of methodologies adopted by the teacher.