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Postgraduate programs in teaching, education and chemistry in Brazil: analysis of thesis and dissertations on argumentation in chemistry teaching (2003-2017)

Grant number: 18/14096-3
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): February 01, 2019
Effective date (End): December 31, 2019
Field of knowledge:Humanities - Education - Specific topics in Education
Principal researcher:Salete Linhares Queiroz
Grantee:Adriele Ribeiro dos Santos
Home Institution: Instituto de Química de São Carlos (IQSC). Universidade de São Paulo (USP). São Carlos , SP, Brazil

Abstract

The use of argumentation in science education can promote students' critical thinking, reflection, and evaluation of evidence. The purpose of this project is to map out academic production in the form of theses and dissertations on the topic of argumentation in chemistry education, submitted to Graduate Programs in Chemistry, Education, and Teaching in Brazil (CAPES areas 4, 38, and 46), between 2010 and 2016. To this end, doctoral theses and masters dissertations will be analyzed in their entirety based on the following descriptors: year of the public defense, academic level or title, geographic region, institution and graduate program of origin, supervisor, education, and theme. We intend to discuss the national research literature on scientific argumentation, with the aim to provide educational researchers a deeper understanding of key questions in scientific argumentation and to contribute to the spread of data already produced on the theme, pointing out its characteristics and this field of study demands.