Uma proposta de critérios marcadores para identificação de situações argumentativas em salas de aulas de ciências

Vieira, Rodrigo Drumond; Nascimento, Silvânia Sousa do

doi:10.5007/2175-7941.2009v26n1p81

Cited by 15 publications

(18 citation statements)

References 2 publications

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“…cit. ), aquela que mais recebe atenção diz respeito aos elementos W (garantia) e B (apoio): distingui-las nas argumentações sobre ciências mostra-se como uma difícil tarefa e, nesse sentido, adota-se a justificativa como sendo a intersecção entre estes dois elementos (Zohar e Nemet, 2002, Erduran et al, 2004, Jiménez-Aleixandre, 2004. É importante destacar que grande parte desses trabalhos pesquisa situações de ensino cujo foco são discussões sócio-científicas, ou seja, situações que, por sua característica intrínseca, já podem favorecer o aparecimento de posições antagônicas e/ou controversas, sendo necessário o uso de justificativas para tornar o argumento passível de aceitação.…”

Section: Estudos Sobre a Argumentaçãounclassified

Uma Análise De Referenciais Teóricos Sobre a Estrutura Do Argumento Para Estudos De Argumentação No Ensino De Ciências

Sasseron

Carvalho

2011

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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RESUMO: A partir de um breve panorama de pesquisas que usam a argumentação como ferramenta de análise para as discussões estabelecidas em sala de aula de Ciências, mencionamos os pressupostos teóricos que fundamentam tais estudos e a importância dos mesmos para a compreensão do processo de construção do conhecimento. Limites e possibilidades dos referenciais utilizados nestas pesquisas despertam deste breve panorama e, a partir do exposto, apresentamos nossas críticas e fundamentamos nossa proposta alternativa para o estudo da argumentação, em que seja considerado, além da estrutura e da qualidade do produto final, o processo de argumentação e de interações múltiplas e contínuas que promovem a construção do argumento. Palavras-chave: Argumentação, Ensino de Ciências, Metodologia de Pesquisa. AN ANALySIS OF THEORETICAL FRAMEwORkS ABOUT ARGUMENT STRUCTURE FOR ARGUMENTATION STUDIES IN SCIENCE EDUCATION ABSTRACT:From a brief overview of research studies using argumentation as an analysis tool of science discussions in classrooms, we examine the theoretical assumptions that underlie such studies and their importance for understanding the process of building up scientific knowledge. Limits and possibilities of the frameworks used in these studies emerged from this brief overview. Then, we present our criticisms and build our alternative proposal for the study of argumentation where, in addition to the structure and quality of the final product, the argumentation process and the multiple and continued interactions that promote argument construction are also considered.

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Section: Estudos Sobre a Argumentaçãounclassified

Uma Análise De Referenciais Teóricos Sobre a Estrutura Do Argumento Para Estudos De Argumentação No Ensino De Ciências

Sasseron

Carvalho

2011

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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“…Taking into account this discussion and some results of our own research (Vieira & Nascimento, 2009a;, we claim that each discursive orientation gives rise to a set of its own particular DDPs and DDPs roles. Thus, it is possible to map the DDPs and their roles in relation to "actions / didactic goals / discursive orientations" in order to identify patterns.…”

Section: The Frameworkmentioning

confidence: 99%

“…The other marker is reciprocal justifications, but it is not shown in this frame. As we discussed in recent work (Vieira & Nascimento, 2009a) and based on the work of Michael Billig (1996), Patrick Charaudeau and Dominique Maingueneau (2002) and Christian Plantin (2005), these are essential criteria for identifying an authentic oral argumentation event in science classrooms. The use of the word 'authentic' is relevant since there are discursive orientations that can be mistakenly viewed as argumentations.…”

Section: Activity Need and Motivementioning

confidence: 99%

“…Given our particular interest in argumentation, we used the "Class Presentation Frame" to present instances of contraposition of ideas, as one criterion marker we have previously used for identification of argumentation in science classrooms (Vieira, 2011;Vieira & Nascimento, 2009a). The other marker is reciprocal justifications, but it is not shown in this frame.…”

Section: Activity Need and Motivementioning

confidence: 99%

“…Also, as we showed elsewhere (Vieira & Nascimento, 2009a) undergraduate physics students and physics teachers do not have a clear concept of an argumentative situation and how it differs from, for instance, an explicative one. They usually mix up characteristics of these two different situations, and do not possess clear ideas of which goals each one can accomplish, or how each discursive situation can be achieved and maintained.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An Activity Theory-Based Analytic Framework for the Study of Discourse in Science Classrooms

Vieira

Kelly

Nascimento

2012

Ens. Pesqui. Educ. Ciênc. (Belo Horizonte)

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In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue). From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs). Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.

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Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning

Vieira

Bernardo

Evagorou

et al. 2015

International Journal of Science Education

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Uma proposta de critérios marcadores para identificação de situações argumentativas em salas de aulas de ciências

Abstract: Resumo

Cited by 15 publications

References 2 publications

Uma Análise De Referenciais Teóricos Sobre a Estrutura Do Argumento Para Estudos De Argumentação No Ensino De Ciências

Uma Análise De Referenciais Teóricos Sobre a Estrutura Do Argumento Para Estudos De Argumentação No Ensino De Ciências

An Activity Theory-Based Analytic Framework for the Study of Discourse in Science Classrooms

Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning

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