Banca de QUALIFICAÇÃO: ELIANA BONFÁ DIARE ALVARES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIANA BONFÁ DIARE ALVARES
DATE: 22/11/2022
TIME: 14:00
LOCAL: REMOTO
TITLE:

Inquiry activities: argumentation and gender in science teaching

PAGES: 67
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

Argumentation is an action that we use routinely, without even realizing it. It can be seen as an oral or written action where a point of view, a position, or an opinion about a fact is defended. We usually use argumentation when we want to prove something, then we try to guide the conversation in order to persuade or prove the pertinence or effectiveness of an idea. This is an important element in science teaching. Given the importance of promoting proximity to women and, in particular, girls in Science, the objective of this research is: 1) to investigate the answers classified as argumentative, during inquiry activities according to the Toulmin pattern, on the gender perspective; 2) to analyze the conduct of the mediators, from the point of view of the equal participation of boys and girls. The data analyzed in this research come from a previous research "Inquiry activities in Science Teaching: challenges and possibilities". The data collected from 10 mixed classes in a total of 213 adolescent students from the 8th and 9th Final Years of Elementary School in ABC Paulista. There were two visits by the students to the University, with approximately 3 hours each. For this research, specifically, data from the interactions of inquiry activities carried out in the laboratory were used. This study quantitatively and qualitatively analyzes the data. The frequency of argumentation between girls and boys was compared, and the argumentative responses of 4 of the 10 classes were analyzed, in line with
with the Toulmin pattern. We investigated the argumentative responses according to their structure. In parallel, the origin of the answers was analyzed, that is, what motivated them: a) if they were spontaneous, they emerged discussions with other students; b) if it happened from what questions the mediator asked the whole room; c) if they came from direct questions from the mediator to that student or student. Data analysis points to a greater amount of argumentative responses from girls. However, it is necessary to observe the origin of the answers: most of the girls' argumentative answers come from questions that the mediators asked specifically for certain girls, with the aim of clarifying the ideas put forward or even because that student had not participated yet. In the case of the boys, the argumentative answers came mostly from spontaneous discussions with other students. During the research, the mediators had the objective of encouraging the participation of boys and girls in an equal way. We can say that the girls not only participated, but used arguments in their participation, which was boosted by the interventions of the mediators. We consider it very important to look at the role of mediators, because the fact that they are concerned with their actions guarantees, motivates and directs the students during the activities.

BANKING MEMBERS:
Presidente - Interno ao Programa - 2044591 - FERNANDA FRANZOLIN
Membro Titular - Examinador(a) Interno ao Programa - 1619011 - MARIA CANDIDA VARONE DE MORAIS
Membro Titular - Examinador(a) Externo à Instituição - ALICE ALEXANDRE PAGAN
Membro Suplente - Examinador(a) Interno ao Programa - 2137432 - PATRICIA DA SILVA SESSA
Membro Suplente - Examinador(a) Externo ao Programa - 3047468 - RENA DE PAULA OROFINO SILVA