Argumentation and its processes in biological classes

Author(s)

Renata de Paula Orofino Silva

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
• Defense date: 2011-04-29

Examining board members

Silvia Luzia Frateschi Trivelato; Alessandra Fernandes Bizerra; Lúcia Helena Sasseron Roberto

• Advisor: Silvia Luzia Frateschi Trivelato

Abstract

Among the several elements of scientific literacy this study attempted to analyze argumentation in a Genetic class. Three Biology classes (15-17 years) were audio and video recorded and analyzed to identify the arguments present in the teacher\'s speech and also in the text given by the teacher. Students\' argumentation about DNA\'s function in live organisms was also analyzed. To assess teacher\'s oral contribution to argumentation we used Simon, Erduran and Osborne (2006) research method, and to analyze the students\' and teacher\'s argumentation we used Toulmin\'s argument pattern (TAP). We have identified that the teacher\'s speech represents oral contribution to the students\' argumentation. The text given by the teacher and the teacher\'s arguments are poor, using mostly data to justify their claims, instead of using also warrants and backings. The task suggested by the teacher was well understood by 30 out of 35 students, almost all of them used scientifically valid arguments and more than half of the sample justified their conclusions. However, only seven of them were able to answer the question using all the content required. Most of the students failed to mention all the required information or presented misconceptions in their answers. Our work demonstrates that different pedagogical strategies may be useful to develop scientific argumentation among students. (AU)

• FAPESP's process: 08/08959-7 - Argumentation analysis and its processes in a Biology class
• Grantee: Renata de Paula Orofino Silva
• Support Opportunities: Scholarships in Brazil - Master