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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Promoting argumentation in undergraduate chemistry teaching

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Author(s):
Luciana Passos Sá [1] ; Salete Linhares Queiroz [2]
Total Authors: 2
Affiliation:
[1] Universidade Federal de São Carlos. Departamento de Química - Brasil
[2] Universidade de São Paulo. Instituto de Química de São Carlos - Brasil
Total Affiliations: 2
Document type: Journal article
Source: Química Nova; v. 30, n. 8, p. 2035-2042, 2007-00-00.
Field of knowledge: Humanities - Education
Abstract

Studies have demonstrated the importance of argumentation in science education. Based on this assertion, we have tried to develop argumentative abilities in chemistry undergraduate students through a teaching methodology based on case studies. The process culminated with class presentations by student groups about possible solutions for the cases. To assess the quality of students' argumentation, videotapes of group presentations were collected and analyzed using Toulmin's Argument Pattern (TAP). TAP illustrates the nature of an argument in terms of claims, data, warrants, backings, and rebuttals. The findings of this work support the idea that the case study approach is an effective strategy for enhancing students' ability to argument. (AU)