ARGUMENTATION AND LEARNING OPPORTUNITIES CONSTRUCTION IN SCIENCE CLASSES

ABSTRACT:

In this study, we analyze classroom events involving argumentation that was not planned. The study took place in science lessons in a Youth and Adult's Education class. We investigated what was the diversity of argumentative practices in this classroom and what learning opportunities were created in the context of argumentative events in this classroom. The main sources of data were video records of the lessons, and field notes. Our analysis were developed based on argumentation theory Pragma-Dialects' aspects adaptations, and of ethnography in education. The ways of arguing in this classroom are diverse in relation to: i) how disagreements emerge to solve an initial disagreement; and, ii) how participants support points of view. There is evidence that, in these events, participating in argumentation is intertwined with learning concepts, scientific practices, and about science. The results have implications for science teaching and learning, as well as to the development of methodologies for studying argumentation.

Keywords:
Argumentation; Pragma dialectics; Science teaching and learning