ARGUMENTATION AND ITS USE IN THE CLASSROOM: CONCEPTIONS OF HIGHER EDUCATION CHEMISTRY TEACHERS

ABSTRACT:

The article aimed to understand the meanings of argumentation for teachers of a Chemistry degree course. It is about qualitative research in which the theory of argumentation was used in its methodological course and Content Analysis procedures to interpret the information obtained through discursive interviews. Through this process, a concept for argumentation was identified and aligned with the logical, rhetorical, and dialectical perspectives. All teachers, except for one (P1), declared that argumentation is essential for teaching Chemistry and mentioned that independent work, debate, and questioning were adopted. The results revealed interdependence between the categories conceptual, epistemological, and didactic. Thus, the teachers' conceptions regarding argumentation influenced the concept of argumentation they developed and their understanding of how argumentation can be used in the classroom

Key words:
Argumentation; Teacher’s speech; Chemistry Education