Contribuição de uma sequência de aulas investigativas para a promoção da argumentação em química

Abstract

Argumentation is a fundamental social activity for a more critical and citizenship action. For this, it becomes relevant that we are able to argue from scientifically informed data, through security sources from different areas of knowledge, and the school is one of the spaces for this thinking and attitudes to be promoted. Thus, an inquiry teaching approach can contribute to the development of cognitive and argumentative skills essential for a more critical performance in everyday situations. Therefore, this research aimed to investigate the argumentative skills developed by students in the 3rd year of high school in a public school, during the development of a sequence of six classes based on the inquirt teaching approach, guided by anOriented Reflection Process. This process enables teachers and pre service teachers, mediated by a more experienced teacher, a constantly reflect on teaching practice. The sequence of classes with the theme "dye" was developed and applied during the participation of the pre service teacher, author of this work, in anoriented reflection group. To assess the promotion of argumentation, the cognitive levels of the questions proposed by the pre service teacherduring the classes were analyzed, as well as the argumentative skills presented by the students. The results suggest that some argumentative skills were developed during the classes, such as elaboration of hypothesis / conclusion, reflection on the evidence, formulation of explanations and justifications. Studies and meetings with the more experience teacher were essential for the classes’ sequence to present characteristics of the inquiry teaching approach.