Students' discursive interaction and argumentation during physics teaching
This work presents some results of a study carried out in a doctorate program aiming to investigate the articulation between the discursive interaction process and the formation of arguments by students in physics classes. This is a qualitative study developed with a group of students in the 2nd gra...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
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Universidade Tecnológica Federal do Paraná
2021-12-01
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| Series: | Revista Brasileira de Ensino de Ciência e Tecnologia |
| Subjects: | |
| Online Access: | https://periodicos.utfpr.edu.br/rbect/article/view/13677 |
| _version_ | 1818906345522331648 |
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| author | Idmaura Calderaro Martins Galvão Isabel Cristina de Castro Kondarzewski |
| author_facet | Idmaura Calderaro Martins Galvão Isabel Cristina de Castro Kondarzewski |
| author_sort | Idmaura Calderaro Martins Galvão |
| collection | DOAJ |
| description | This work presents some results of a study carried out in a doctorate program aiming to investigate the articulation between the discursive interaction process and the formation of arguments by students in physics classes. This is a qualitative study developed with a group of students in the 2nd grade of high school, in a public school in the State of São Paulo, in which the teacher of the class is also the researcher. The data was collected throughout a two-month period, and consisted of videoed activities and texts written by the students. The data analysis was carried out based on the concept of the Argumentative Reasoning Line (ARL), following Toulmin's (2006) argument pattern and the idea of the Reasoning Line presented by Martins and Justi (2017), along with the Mortimer and Scott tool (2002), referring to the argumentative and discursive processes, respectively. Our results revealed the use of concepts of physics in the ARL, triggered by the discursive process between the teacher-researcher and the students. Thus, we have evidence that the articulation between the discursive and argumentative process favored the students’ active participation in the teaching and learning process of physics, a fact that indicates the contribution of this work to the discussions in the area of physics teaching, regarding the discursive and argumentative process use in the classroom. |
| first_indexed | 2024-12-19T21:37:45Z |
| format | Article |
| id | doaj.art-1a474d060d2c46318f68cbd2673b0e01 |
| institution | Directory Open Access Journal |
| issn | 1982-873X |
| language | Portuguese |
| last_indexed | 2024-12-19T21:37:45Z |
| publishDate | 2021-12-01 |
| publisher | Universidade Tecnológica Federal do Paraná |
| record_format | Article |
| series | Revista Brasileira de Ensino de Ciência e Tecnologia |
| spelling | doaj.art-1a474d060d2c46318f68cbd2673b0e012022-12-21T20:04:44ZporUniversidade Tecnológica Federal do ParanáRevista Brasileira de Ensino de Ciência e Tecnologia1982-873X2021-12-0114310.3895/rbect.v%vn%i.136776475Students' discursive interaction and argumentation during physics teachingIdmaura Calderaro Martins Galvão0Isabel Cristina de Castro Kondarzewski1Universidade Estadual Paulista, Bauru, São Paulo.Universidade Estadual Paulista, Guaratinguetá, São Paulo.This work presents some results of a study carried out in a doctorate program aiming to investigate the articulation between the discursive interaction process and the formation of arguments by students in physics classes. This is a qualitative study developed with a group of students in the 2nd grade of high school, in a public school in the State of São Paulo, in which the teacher of the class is also the researcher. The data was collected throughout a two-month period, and consisted of videoed activities and texts written by the students. The data analysis was carried out based on the concept of the Argumentative Reasoning Line (ARL), following Toulmin's (2006) argument pattern and the idea of the Reasoning Line presented by Martins and Justi (2017), along with the Mortimer and Scott tool (2002), referring to the argumentative and discursive processes, respectively. Our results revealed the use of concepts of physics in the ARL, triggered by the discursive process between the teacher-researcher and the students. Thus, we have evidence that the articulation between the discursive and argumentative process favored the students’ active participation in the teaching and learning process of physics, a fact that indicates the contribution of this work to the discussions in the area of physics teaching, regarding the discursive and argumentative process use in the classroom.https://periodicos.utfpr.edu.br/rbect/article/view/13677processo discursivoargumentaçãoensino de física |
| spellingShingle | Idmaura Calderaro Martins Galvão Isabel Cristina de Castro Kondarzewski Students' discursive interaction and argumentation during physics teaching Revista Brasileira de Ensino de Ciência e Tecnologia processo discursivo argumentação ensino de física |
| title | Students' discursive interaction and argumentation during physics teaching |
| title_full | Students' discursive interaction and argumentation during physics teaching |
| title_fullStr | Students' discursive interaction and argumentation during physics teaching |
| title_full_unstemmed | Students' discursive interaction and argumentation during physics teaching |
| title_short | Students' discursive interaction and argumentation during physics teaching |
| title_sort | students discursive interaction and argumentation during physics teaching |
| topic | processo discursivo argumentação ensino de física |
| url | https://periodicos.utfpr.edu.br/rbect/article/view/13677 |
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