Proposta Pedagógica para o Ensino Explícito de Argumentação: O Caso da Controvérsia Histórica do Gás Oxigênio

Oliveira, Jordana Alves de; Mendonça, Paula Cristina Cardoso

doi:10.21577/0104-8899.20160150

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, we found that very few university students, apart from the Biology of Organisms course, have ever had heard about Semmelweis' contributions (Question 1 in Appendix 2). These results reinforce the idea that more efforts and resources should be invested in including explicit and critical reflection of historical controversies in science classrooms (Adúriz-Bravo 2014;Archila 2014;de Hosson 2011;de Oliveira and Mendonça 2019;Garritz 2013;Justi and Mendonça 2016;Nouri and McComas 2019;Zemplén 2011).…”

Section: Discussionsupporting

confidence: 74%

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

2020

View full text Add to dashboard Cite

The Covid-19 pandemic is the reason why humanity is paying more attention to the importance of regular and rigorous handwashing. Interestingly, in the nineteenth century, regular and rigorous handwashing was a key (and controversial) solution proposed by the Hungarian obstetrician Ignaz Philipp Semmelweis to cut drastically cases of puerperal fever. The purpose of this study was to provide evidence that the case of Semmelweis and puerperal fever-a crucial historical scientific controversy-can be used as a springboard to promote university student argumentation. Our study was inspired by the fact that the Organization for Economic and Cooperative Development (OECD) stressed that more efforts and resources should be invested in promoting argumentation as an essential component for scientifically literate citizens in twenty-first century societies. However, nowadays, argument and debate are virtually absent from university science education. The data was derived from 124 undergraduates' (64 females and 60 males, 15-30 years old) written responses and audio and video recordings in a university biology course in Colombia. The findings show that the articulation of this historical controversy with decision-making, small-group debate, and whole-class debate activities can be useful for promoting undergraduates' argumentation. This study contributes to the development of a research-based university science education that can inform the design of an argumentation curriculum for higher education.

show abstract

Section: Discussionsupporting

confidence: 74%

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

2020

View full text Add to dashboard Cite

show abstract

Proposta Pedagógica para o Ensino Explícito de Argumentação: O Caso da Controvérsia Histórica do Gás Oxigênio

Abstract: Ensino dE Química Em Foco A seção "Ensino de Química em Foco" inclui investigações sobre problemas no ensino de Química, com explicitação dos fundamentos teóricos, procedimentos metodológicos e discussão dos resultados.

Cited by 1 publication

References 0 publications

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Contact Info

Product

Resources

About