INVESTIGATIVE DIDACTIC SEQUENCES AND ARGUMENTATION IN ECOLOGY TEACHING

ABSTRACT:

This article presents LINCE (Language and Science Teaching) research group's principles to the investigative didactic sequences production. Such sequences focus on the teaching of ecology and use scientific literacy and inquiry-based teaching to promote arguments' production in classroom and justify science learning. The sequences presented scientific problems that led to arguments' construction. Applications and analysis of didactic sequences has shown that there is room for spoken and written arguments' development. However, it has been a challenge to build guidelines for the teacher to mediate the activities in order to produce valid arguments based on scientific knowledge in their justifications.

Keywords:
Argumentation; Biology teaching; Scientific literacy