Argumentação no ensino de ciências: padrões argumentativos de estudantes do ensino médio sobre fisiologia animal

Abstract

The objective of the present study is to analyze the argumentative construction of high school students during an experimental course of sciences on animal physiology. We selected an event organized methodologically by Problem Based Learning (PBL) to analyze group interactions. In our theoretical, methodological and creation inspirations, we find the appropriation of elements from the perspective of Qualitative Research in Education and assumptions of the Interactionist Argumentation Theory. In fact, and purposely, this work brings a kind of hybrid analysis of the interaction frames of the students' propositions, since we chose to combine theoretical perspectives for the analysis of the interpretation of the research points. The results indicate that the students' argumentative patterns were established around two aspects: the first one identifies the constitution of basic arguments, of simple structure, composed by minimum number of elements. The second, points out that the students established the argumentation during the course, being verified the reach of three phases of the argumentative development. To this end, we engaged in a dialogue with other research on argumentation in the context of science teaching and pointed out contributions to teaching activity and research in education.