The use of scientific concepts to arguments in Biology classes
Argumentation in science classes has been investigated in different perspectives, within scientific and socio-scientific subjects, developed through a multitude of classroom strategies and activities. In this paper we discuss the argumentation of 35 students (16-18 years) in an individual written ex...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Rio Grande do Sul
2015-12-01
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| Series: | Investigações em Ensino de Ciências |
| Subjects: | |
| Online Access: | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID416/v20_n3_a2015.pdf |
| _version_ | 1818833069583368192 |
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| author | Renata de Paula Orofino Silvia Luzia Frateschi Trivelato |
| author_facet | Renata de Paula Orofino Silvia Luzia Frateschi Trivelato |
| author_sort | Renata de Paula Orofino |
| collection | DOAJ |
| description | Argumentation in science classes has been investigated in different perspectives, within scientific and socio-scientific subjects, developed through a multitude of classroom strategies and activities. In this paper we discuss the argumentation of 35 students (16-18 years) in an individual written exercise that followed a s sequence of lessons in Genetics. We used Toulmin’s Argument Pattern to verify the presence of students’ arguments and we analysed the concepts that students succeeded to explicit in their arguments. Students were able to address the expected conclusion of the argument (N = 32) and to use arguments in their answers (N = 24). However, only some students used all the information necessary to justify the arguments (N = 7), and most students used incorrect or incomplete information as justification for the expected conclusion (N = 17). It is clear from our results that it is possible to foster students’ argumentation in activities that have an expected answer. We discuss how to raise the argumentative potential of those questions by separating a big argumentative question in smaller ones that address particular parts of the argumentation process so that students learn it gradually. |
| first_indexed | 2024-12-19T02:13:04Z |
| format | Article |
| id | doaj.art-c03b6b976e3249bf9356624f584eb586 |
| institution | Directory Open Access Journal |
| issn | 1518-8795 1518-8795 |
| language | English |
| last_indexed | 2024-12-19T02:13:04Z |
| publishDate | 2015-12-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Investigações em Ensino de Ciências |
| spelling | doaj.art-c03b6b976e3249bf9356624f584eb5862022-12-21T20:40:34ZengUniversidade Federal do Rio Grande do SulInvestigações em Ensino de Ciências1518-87951518-87952015-12-01203116130The use of scientific concepts to arguments in Biology classesRenata de Paula Orofino 0Silvia Luzia Frateschi Trivelato 1Instituto de Biociências, Universidade de São Paulo Rua do Matão, trav. 14, 321, Cidade Universitária – São Paulo – SP Faculdade de Educação, Universidade de São Paulo Av. da Universidade, 308, Cidade Universitária – São Paulo – SP Argumentation in science classes has been investigated in different perspectives, within scientific and socio-scientific subjects, developed through a multitude of classroom strategies and activities. In this paper we discuss the argumentation of 35 students (16-18 years) in an individual written exercise that followed a s sequence of lessons in Genetics. We used Toulmin’s Argument Pattern to verify the presence of students’ arguments and we analysed the concepts that students succeeded to explicit in their arguments. Students were able to address the expected conclusion of the argument (N = 32) and to use arguments in their answers (N = 24). However, only some students used all the information necessary to justify the arguments (N = 7), and most students used incorrect or incomplete information as justification for the expected conclusion (N = 17). It is clear from our results that it is possible to foster students’ argumentation in activities that have an expected answer. We discuss how to raise the argumentative potential of those questions by separating a big argumentative question in smaller ones that address particular parts of the argumentation process so that students learn it gradually.http://www.if.ufrgs.br/ienci/artigos/Artigo_ID416/v20_n3_a2015.pdfScientific literacyargumentationscience teaching |
| spellingShingle | Renata de Paula Orofino Silvia Luzia Frateschi Trivelato The use of scientific concepts to arguments in Biology classes Investigações em Ensino de Ciências Scientific literacy argumentation science teaching |
| title | The use of scientific concepts to arguments in Biology classes |
| title_full | The use of scientific concepts to arguments in Biology classes |
| title_fullStr | The use of scientific concepts to arguments in Biology classes |
| title_full_unstemmed | The use of scientific concepts to arguments in Biology classes |
| title_short | The use of scientific concepts to arguments in Biology classes |
| title_sort | use of scientific concepts to arguments in biology classes |
| topic | Scientific literacy argumentation science teaching |
| url | http://www.if.ufrgs.br/ienci/artigos/Artigo_ID416/v20_n3_a2015.pdf |
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