The construction of the data of arguments in a Investigative Didactic Sequence in Ecology

Abstract:

This work is part of the analysis of discursive interactions and arguments and their relationship with the teaching of the sciences. The goal is to analyze the epistemic aspects in the construction of the arguments about data from the didactic material. We used the model of Toulmin to identify the arguments in an Investigative Didactic Sequence in Investigative Ecology that we apply to teachers on a short course. We applied two systems of categories in the episodes - epistemic practices and epistemic moves - to analyze the epistemic aspects of this process. The results indicate that there is a differentiation of epistemic aspects of episodes. Data provided with theoretical supports are simpler. Thus, data provided generally demands a lower quantity of epistemic moves and of epistemic practices. Specific data provided by the trainer requires a greater diversity of epistemic moves and epistemic practices by teachers.

Keywords:
Epistemic moves; Epistemic practices; Argumentation; Science teaching