Banca de DEFESA: LÍLIAN MOREIRA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LÍLIAN MOREIRA DOS SANTOS
DATE: 09/04/2024
TIME: 09:00
LOCAL: Por meio remoto
TITLE:

The development of argumentative skills in a didactic sequence inspired by inquiry based learning in Chemistry

PAGES: 120
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 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 a significant methodological diversity with which argumentation has been worked on in classrooms in different countries, and the main theoretical references used by researchers. The argument model proposed by Toulmin was the methodological tool most used to analyze arguments produced by students. Subsequently, we developed and applied two didactic sequences based on Inquiry Teaching in a state public school in greater São Paulo. The participating students were in the third year of high school and were between 16 and 18 years old. The class was made up of 20 students. The didactic sequences took place in 4 45-minute classes. Its planning included: i) the presentation of a problem question about the consumption of water from a river by a riverside community; ii) raising hypotheses; iii) reading texts and research on drinking water; iv) discussions; and, v) writing a scientific argument. Data collection was centered on records written by students from activities carried out in groups. The scientific arguments were previously subjected to an analysis following the Toulmin 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 predicted 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 refuters reveals 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 - THIAGO ANTUNES SOUZA - UNIFESP