Banca de QUALIFICAÇÃO: LÍLIAN MOREIRA DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LÍLIAN MOREIRA DOS SANTOS
DATE: 26/10/2023
TIME: 15:00
LOCAL: Por meio remoto
TITLE:

THE DEVELOPMENT OF ARGUMENTATIVE SKILLS IN A DIDACTIC SEQUENCE INSPIRED BY INQUIRY BASED LEARNING IN CHEMISTRY

PAGES: 80
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Reflections on the skills and competences necessary for the education of young people and adults, in the context of the transformations experienced in the 21st century, have shown the need to promote individuals, teaching and learning situations that allow the understanding of how scientific knowledge is built in an environment of engagement, mobilization and criticism. In the last two decades, Inquiry Based Learning and scientific argumentation have been considered educational trends that favor the development of conceptual, procedural and attitudinal content, with a more active participation of students. The main objective of this research is to investigate how argumentative skills are developed in Basic Education students based on didactic sequences inspired by  Inquiry Based Learning in Chemistry, using access to drinking water as a mobilizing issue and a starting point for investigations. In essence, it is a qualitative research presented in multipaper format. Initially, a literature review was carried out so that it would be possible to understand how scientific argumentation develops in high school students in different educational contexts. Twenty-four articles distributed in three journals related to Chemistry Teaching were analyzed: Chemistry Education Research and Practice, Educación Quimica and Química Nova na Escola. The results of the literature review pointed to an expressive methodological diversity with which argumentation has been worked on in classrooms in different countries, and the potential to develop logical reasoning and critical thinking. Difficulties faced by teachers regarding the understanding, limits and possibilities of developing argumentative practices in real teaching and learning situations, were reported by different research. Subsequently, we developed and applied two didactic sequences by  Inquiry Based Learning in a state public school in greater São Paulo. Participating students were in the third grade of high school and were aged between 16 and 18 years. The class consisted of 20 students. The didactic sequences took place in 4 classes of 45 minutes each. Its planning included: i) the presentation of a problem-question about the consumption of water from a river by a riverside community; ii) the raising of hypotheses; iii) reading texts and research on drinking water; and, iv) discussions. Data collection was centered on the records written by the students from the activities carried out in groups. The students' argumentative skills emerged in the form of written scientific arguments that presented the groups' conclusions about the presented problem. The scientific arguments were previously submitted to an analysis following Toulmin's model, in which structuring aspects of an argumentative communication were identified in the arguments written by the students. Preliminary results revealed that the texts produced present structural aspects foreseen by Toulmin, such as the use of data, conclusion and theoretical subsidies that support the arguments. However, the absence of elements such as qualifiers and rebuttals reveal a scenario of low argumentative levels.

COMMITTEE MEMBERS:
Presidente - Interno ao Programa - 2312902 - SOLANGE WAGNER LOCATELLI
Membro Titular - Examinador(a) Externo ao Programa - 3296739 - CAROLINA JOSÉ MARIA
Membro Titular - Examinador(a) Externo à Instituição - ROBERTA GUIMARÃES CORRÊA - UFMG
Membro Suplente - Examinador(a) Interno ao Programa - 280.027.908-71 - LEONARDO ANDRÉ TESTONI - UNIFESP
Membro Suplente - Examinador(a) Externo à Instituição - BRUNO FERREIRA DOS SANTOS - UESB