A model for teaching argumentation in science class

Ruiz Ortega, Francisco Javier; Tamayo Alzate, Oscar Eugenio; Márquez Bargalló, Conxita

doi:10.1590/S1517-9702201507129480

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Articles • Educ. Pesqui. 41 (3) • Jul-Sep 2015 • https://doi.org/10.1590/S1517-9702201507129480 copy

A model for teaching argumentation in science class^I I - Acknowledgements: Universidad de Caldas, Manizales-Colombia and group LIEC (Llenguatge i Ensenyament de les Ciències de la Universidad Autónoma de Barcelona. Reference-2009SGR1543- AGAUR and supported by Dirección General de Investigación, Min-Educación y Ciencia-EDU2012-38022-C02-02).

Authorship SCIMAGO INSTITUTIONS RANKINGS

Argumentation in science is a dialogic process and a fundamental tool for the co-construction of more meaningful understandings of the concepts discussed in class. Therefore, it is one of the responsibilities to be assumed explicitly in science teaching and learning. The central aim of our research is to propose a model for teaching argumentation in science. We have collected and analyzed qualitatively information from a teacher who participates in a critical reflection process on argumentation and her own performance. The findings evidence how important it is for teachers to deepen their knowledge of epistemological, conceptual and teaching aspects, which are key to a model for teaching argumentation in science. Similarly, we show how identifying these aspects both in the teacher's thought and performance, and the relationship between them, allows constructing a model for teaching science argumentation.

Argumentation in science; Teaching models; Teachers' thought; Teachers' performance

Plan	Goals
First	To explain the concept of matter.
	To differentiate and explain the states of matter.
	To differentiate between general and specific properties of matter.
	To state the concept of matter and establish its general and specific properties.
	To identify common characteristics of all bodies.
Second	To compare different kinds of energy that we continually use at home.
	To identify different energy sources.
	To explain the different heat sources and their application.
	To value the proper use of combustion to meet man's needs.
Third	To orally express argued answers to questions.
	To describe and explain the use of sound in some devices, which are used properly.
	To explain how sound propagates.

Fragment of class 1	Fragment of class 3
1:40 T1: let's see, let's see, wait, let's begin to explain using the work guide	1:105 As: *[ no, they decompose between 80 and 90 years it is a century
1:41 Sa(1): here it says here there are several pictures with materials with matter, then for example here is a wooden table that is arti this is artificial material because the wood comes from the wood of trees	1:106 Ma: [you brought information that it was 80, they said it was 500 and you that it was a century, we will find more, we will find more, or it depends, you may all be right, let's see what is your opinion? ¿why may the answer 500 be right, and also the answer 100 and the answer 80?, let's see, why?*
1:42 T1: And what is the wood that comes from trees?	1:107 Aa: it is a century
1:43 Ss: natural	1:108 Ma: let's see Tomás
1:44 T1: what kingdom?	1:109 Ao: it is a century
1:45 Sa(1): what kingdom?	1:110 Ma: and they said 500
1:46 So(x): plant kingdom	1:111 Aa: *it is a century
1:47 T1: fine ((then the student who is speaking in front asks two of her classmates to go on reading the answers, but no one accepts and she decides to continue exposing the work))	1:112 Ma: What's going on? There must be something, what can you say about why some say a century, some say 500?, why?
1:48 Sa(1): a notebook a notebook can also be artificial or natural	1:113 Ao: ** because some are bigger than others (…)
1:49 T1: it is artificial	1:114 Ma: ** well, that could be a reason, what else?
1:50 Sa(1): artificial?
1:51 T1: yes

Fragment of class 1	Fragment of class 3
1:42 T: And what is the wood that comes from trees?	1:255 T: violin, then the question is, it was really nice of you Johnatan do you think the violin will sound the same underwater? now based on what we have said tell me why or why not, Emanuel sit down, do you think that the violin will sound the same underwater?
1:43 Ss: natural 1:44 T: what kingdom? 1:45 Sa(1): what kingdom?	1:256 Ss: no:::
1:46 So(x): plant kingdom	1:257 T: no::: my love, everyone will tell me why, but raise your hand and let's listen to who is going to speak, Emanuel ((he remains silent)) Carlos
1:53 T: why ** no no no them them	1:258 So(1): * no, because under the water it sounds more slowly
1:54 Ss: because it comes from the leaves of trees and because it is from the plant kingdom…	1:259 So(2): sounds?
1:62 T: Artificial	1:260 T: leave it to him, we are respecting, (calls a student)
1:63 Sa(1): because it is already processed	1:261 Sa(3): * I think so.
1:64 T: it is already processed, good	1:262 T: why?
1:65 Sa(1): here there was a pitcher with some water, right? So some considered it by the glass which is which is artificial and we considered it because of the water that was there. So we put art natural	1:288 T: now let's, those raising hands, no, let's listen to Julian, do you think the violin will sound the same underwater?
1:66 T: What is water?	1:289 So(10): No
	1:328 T: but just now we were talking about where the sound moves better, whether through water or air or gases or solids, and is water solid?
	1:329 Ss: * no:::
	1:330 T: * what is water?
	1:331 Ss: * liquid
	1:332 Sa(18): it is a source of energy 1:333 T: what?
	1:334 Ss: it is a source of energy
	1:335 T: good what else? Speaking of states of matter, it is a liquid and what have we just said why is it best transmitted through solids?

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E-mail: revedu@usp.br

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[1] Francisco Javier Ruiz Ortega holds a PhD in Didactics of Science and is professor at Universidad de Caldas, Colombia.

Oscar Eugenio Tamayo Alzate holds a PhD in Didactics of Science and is professor Universidad de Caldas, Colombia.

Conxita Márquez Bargalló holds a PhD in Didactics of Science and is professor Universidad Autónoma de Barcelona, Spain.