Argumentation: exploring its use as a resource for rewriting concept maps
Science teaching; Argumentation; Concept maps
The use of teaching strategies that enable the development of argumentative skills in the classroom is becoming increasingly necessary in science teaching, in order to make students critical and reflective citizens. In this context, we propose the use of concept maps, as a teaching tool, in a sequence of activities, aiming to promote argumentation in the classroom. The application of the proposed activity involved the process of construction, reformulation and defense of concept maps, based on the theme “acid rain”, and lasted approximately four meetings, one theoretical, about the process of construction of concept maps, and three for realization. of the proposed activities, each meeting containing two lessons of forty-five minutes each. Thus, the present research sought to analyze the discourse of high school students during the defense of conceptual maps, as part of an implicit teaching activity of school scientific argumentation. Participating subjects were students of the 3rd grade of the technical course integrated at the IFRN high school level, Currais Novos campus, who were attending the Chemistry I course. Data collection was performed through audio and video recordings of the students' speeches. students during classes, and the data could be analyzed from a scientific rubric adapted from the authors Shemwell and Furtak (2009). As a result, we observed that the activity favored the inclusion of some elements of the argument in the students discourse, although they were not explicitly oriented to this action.