Banca de QUALIFICAÇÃO: KAREN KIMIE BONANI SAKUMOTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : KAREN KIMIE BONANI SAKUMOTO
DATE: 22/09/2023
TIME: 14:00
LOCAL: UFABC- Remota
TITLE:

“Science as Argument” and “Science as Exploration”: Discursive Interactions between Prospective Teachers and 8th and 9th graders during a Scientific Inquiry Activity that focused on Argumentation

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to understand and characterize the discursive interactions between students in Elementary School and undergraduate students during an inquiry unit involving experimentation with a focus on the explicit teaching of argumentation planned in partnership with the undergraduate students during a discipline of Teaching Practices. We used theoretical and methodological references related to Ethnography in Education, Interactional Ethnography, Microethnography, Discourse Studies and Argumentation. The use of references related to Ethnography was essential for understanding the discursive interactions between students and undergraduates. In addition, these references was extremely important for understanding the relationships built between students, undergraduates and materials throughout the unit. We present a review of the national literature and some important references from the international literature related to Argumentation in Science Teaching. The review of the international literature is already in the process of being developed. Data collection took place through participant observation, video recording and collection of student artifacts, related to the scientific explanation produced by each of the groups. For the construction of the results, we carried out the analysis in two stages, with the macroscopic analysis occurring first, and then the microscopic analysis. At the macroscopic level, we construct timelines, tables and narratives that allowed us to understand and characterize the group's history throughout the unit developed. Moreover, we carried out an initial analysis concerned to the way Science was developed throughout the unit, that is, as Argumentation or as Exploration. In the case of the present study we identified Exploration as moments related to experimentation. We identify events and select one to be analyzed microscopically in the first moment, while the other events will still be analyzed. At the microscopic level, we carried out word-by-word transcriptions of the interactions in message units and characterized the Argumentation developed throughout the interactions between undergraduates and students, seeking to i) understand how interactions between undergraduates and basic education students occur at the throughout an inquiry unit focused on argumentation and ii) characterize these discursive interactions. Preliminary results show us that the contrasts between the different groups indicate that even with a group planning focused on discursive interactions and language uses in Science Teaching, we observed a variation in the forms of organizing the activity and interactions with students. Besides that, teachers construct and develop activities in moment-to-moment action, using materials in different forms and relying on students' actions and reactions in the immediate context of interaction. This diversity in the development of action from moment to moment, produces different effects and consequences in the forms of participation in the activity and in the students' learning. The study has the potential to contribute to discussions related to Argumentation in Science Education and the forms of student participation in experimental and inquiry activities. Plans for further development of analyzes and theoretical-methodological discussions are addressed.

COMMITTEE MEMBERS:
Presidente - Interno ao Programa - 1371962 - DANUSA MUNFORD
Membro Titular - Examinador(a) Externo ao Programa - 3047468 - RENA DE PAULA OROFINO SILVA
Membro Titular - Examinador(a) Externo à Instituição - MARCIA GORETTE LIMA DA SILVA - UFRN
Membro Suplente - Examinador(a) Interno ao Programa - 2137432 - PATRICIA DA SILVA SESSA
Membro Suplente - Examinador(a) Externo à Instituição - DANIELA LOPES SCARPA - USP