La argumentación en clases universitarias de física: una perspectiva retórica.

Abstract

RESUMEN: La investigación presenta el estudio de explicaciones de profesores de física en clases universitarias. El contexto es la Facultad de Ingeniería en la Universidad de Carabobo, Venezuela. El acercamiento metodológico es cualitativo. Es un estudio descriptivo e interpretativo de casos. Seleccionamos como referente teórico el aportado por Perelman y Olbrechts-Tyteca (1989). La propuesta analítica y metodológica deducida a partir del mismo permite identificar los recursos usados por los docentes como «razones» para hacer creíbles a los alumnos los conocimientos científicos que les son presentados. Los resultados del estudio tienen implicaciones hacia la mejora de la práctica docente.PALABRAS CLAVES: Análisis del discurso, retórica, argumentación, didáctica de la física.ABSTRACT: The research presents a study of explanations of physics teachers in college classes. The context is the Faculty of Engineering at the University of Carabobo, Venezuela. The methodological approach is qualitative. This is a descriptive and interpretive cases. Given the social, rhetorical and argumentative science classes, we selected as the theoretical reference provided by Perelman and Olbrechts-Tyteca (1989). The analytical and methodological proposal derived from the same to identify the resources used by teachers as «reasons» for students credible scientific knowledge presented to them. The study results have implications toward the improvement of teaching practice.

Assessment of students’ understanding of physical phenomena through argumentative qualities of written texts

“…Other investigations report on the production and assessment of texts written by students in science classes to identify levels of argumentation on physical phenomena (Gutiérrez, 2017), students' difficulties when using scientific language (Macías & Maturano, 2017), or reasons given by teachers when communicating scientific knowledge to their students in a rhetorical perspective (Fagúndez & Castells, 2012). However, in physics class, it is usual for the teacher to claim that a student has understood a particular phenomenon without assessing his/her understanding through argumentation in written texts.…”

How to Measure Rhetorical Impact of Teaching and their Levels of Persuasion: A Neuro-rhetoric Approach

“…A little studied relationship in university contexts is one that occurs in the student's belief system when the teacher alters it in order to achieve a different behavior that wouldn't be without the intervention of the teacher. When this change occurs in the beliefs of the student, this phenomenon is named as persuasion, which is in several areas a facilitator of the teaching-learning process [4][5][6].…”