Las destrezas argumentativas en la evolución de modelos en una actividad de geología

  1. Paloma Blanco-Anaya 2
  2. Joaquín Díaz de Bustamante 2
  3. Paula Cristina Cardoso Mendonça 1
  1. 1 Universidade Federal de Ouro Preto
    info

    Universidade Federal de Ouro Preto

    Ouro Preto, Brasil

    ROR https://ror.org/056s65p46

  2. 2 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Revista Eureka sobre enseñanza y divulgación de las ciencias

ISSN: 1697-011X

Ano de publicación: 2019

Volume: 16

Número: 3

Páxinas: 3105

Tipo: Artigo

DOI: 10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2019.V16.I3.3105 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista Eureka sobre enseñanza y divulgación de las ciencias

Obxectivos de Desenvolvemento Sustentable

Resumo

This article presents an analysis about how argumentative skills take part in the modelling process. To do this, a literature review about previous studies that analyse the interactions between both scientific practices was done, which establishes a framework to support the research objective: to examine how students' models evolve in the process of elaboration and evaluation of them through the argumentative skills. The study was carried out with students from the nine grade of high school studying Biology and Geology (16-17 years old), who had to explain scientifically how the O Courel syncline (Lugo, Spain) was formed. The results show that the argumentative skills with greater implication for the evolution of the models are counter-argumentation and, above all, refutation. To achieve this it is necessary that the design of modelling activities includes aspects that favor the performance of the two scientific practices together, such as providing data to evaluate the models and favor the criticism attempt to persuade among classmates, which enrich the argumentative skills

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Información de financiamento

Al proyecto EDU2015-66643-C2-2-P, del Ministerio de Economia y Competitividad de Espana.

Financiadores

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