Scientific argumentation and teaching thru research: the opinion of teachers on a pedagogical practice
The present article shows as a main scope the interface between the Scientific Argumentation and Teaching Thru Research (TTR). It´s known that teaching is a wide practice and to promote this teaching thru the TTR view is to teach the argumentation, once, by promoting the construction of new argument...
| Main Authors: | , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidade Federal do Pará
2021-12-01
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| Series: | Amazônia |
| Subjects: | |
| Online Access: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/10975 |
| Summary: | The present article shows as a main scope the interface between the Scientific Argumentation and Teaching Thru Research (TTR). It´s known that teaching is a wide practice and to promote this teaching thru the TTR view is to teach the argumentation, once, by promoting the construction of new arguments, it´s possible to achieve the pillar spheres of the teaching: to be, to do and to know. This way, in search of the pedagogical practices that result in this action, we have the following as the issue for the research of this manuscript: what are the perceptions and analysis given to a Teaching Sequence (TS) proposed as pedagogical practice to the interface between the Scientific Argumentation (SA) and Teaching Thru Research (TTR). This is a research featured as being qualitative of the participant research kind. As it refers to methodological questions, the participants, post-graduation students of a course specialized in Science Teaching, after a DL (Distance Learning) graduation thru Blog, analyzed and issued their opinion and considerations to a Teaching Sequence (TS), created with the objective to promote the construction of the scientific knowledge by a practice that melts the SA and the TTP perspective. These opinions and considerations were analyzed by the content analysis. From the obtained results, emerged the following analysis categories: complementarity between SA and TTP and cognitive maturity. The results revealed that the TS built is appropriated and a fruitful pedagogical strategy for the building of the scientific knowledge. |
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| ISSN: | 1980-5128 2317-5125 |