Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and intermolecular interactions. The teaching activities were planned from the transposition of the main modelling stages that constitute the 'Model of Modelling Diagram' so that students could experience each of such stages. All the lessons were video recorded and their transcriptions supported the elaboration of case studies for each group of students. From the analysis of the case studies, we identified argumentative situations when students performed all of the modelling stages. Our data show that the argumentative situations were related to sense making, articulating and persuasion purposes, and were closely related to the generation of explanations in the modelling processes. They also show that representations are important resources for argumentation. Our results are consistent with some of those already reported in the literature regarding the relationship between modelling and argumentation, but are also divergent when they show that argumentation is not only related to the model evaluation phase.
Current proposals for science education recognise the importance of students' involvement in activities aimed at favouring the understanding of science as a human, dynamic and non-linear construct. Modelling-based teaching is one of the alternatives through which to address such issues. Modelling-based teaching activities for ionic bonding were introduced. This topic was chosen because of both the high incidence of students' alternative conceptions and its abstract nature, which justify the need for understanding complex models. The diagram Model of Modelling was used as a theoretical construct during the development of the teaching activities, which were implemented in a Brazilian medium level public school class (16-18 years old students). The data collected were the written material and models produced by the students, the content-knowledge tests, the video-recording of the lessons, and the observations and field notes of both the teacher and the researcher who observed the lessons. The analysis of such data enabled the production of case studies for each of the student groups. In this paper, we analyse one of the case studies, looking for evidence about the way that specific elements of the teaching strategy supported students' learning. It supported our belief in the use of the Model of Modelling diagram as a theoretical construct with which to develop and analyse modelling-based teaching activities.
2-aluno da licenciatura em Química DQ/ICEX/UFMG ResumoAs poucas mudanças no modelo de transmissão/recepção, usado por muitos professores em suas salas de aula, levaram-nos a questionar a influência dos professores que tivemos na nossa formação profissional. Mesmo que os cursos de licenciatura enfatizem teorias mais modernas de ensino e aprendizagem, os professores acabam assumindo a posição de seus antigos professores. Observamos que a formação do professor não se da exclusivamente na licenciatura, mas durante toda a sua vida escolar e após a sua formação, na própria prática docente. As concepções sobre ensino e aprendizagem, sobre o papel da escola, do professor e do aluno, entre outras, podem ser questionadas através da retomada da história de vida de cada um dos professores.Palavras-chave: história de vida, identidade docente, autoformação.. AbstractThe goal of this study is to question the influence of our former teachers in our professional career as teachers.Although the teaching courses at University emphasize the modern theories of theaching and learning, frequently the attitudes of the new teachers in classroom are mirrored in the behavior of their former teachers. The analyses showed that not only the theacher's training occurs at University but during all the school life and after the graduation. The discussion about the histories of lives should be used to question our conceptions of learning and teaching, the role of the school, the teachers and the students, towards changes in education.
Previous research on argumentation in science education has focused on the understanding of relationships between modeling and argumentation (an important topic that only recently has been addressed in few empirical studies), and the methodological difficulties related to the analysis of arguments produced in classrooms. Our study is related to these two aspects. This paper introduces an instrument to analyze arguments produced by students involved in modeling‐based lessons, and discusses the instrument in the light of the current literature. This instrument has been successfully used to analyze arguments in modeling‐based contexts through focus on analysis of plausibility of arguments regarding a given idea or model, and a documentation of the main elements (justification, evidence) and goals of an argument (explanation and persuasion). It has some advantages over other proposals found in the literature, mainly the consideration of the notion of scientific curricular argument (that allows the analysis of arguments in the light of student's knowledge and evidence available in the modeling process), and the distinction between the types of justification (that are important for monitoring the understanding of abstract phenomena). Therefore, it supports the analysis of argumentative situations that occur in regular classes, showing how the quality of students' arguments varies when they participate in distinct activities. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 51: 192–218, 2014
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.