Movimentos e práticas epistêmicos e suas relações com a construção de argumentos nas aulas de ciências [thesis]

Mariana Guelero do Valle
Movimentos e práticas epistêmicos e suas relações com a construção de argumentos nas aulas de ciências São Paulo 2014 Palavras-chave: argumentação, movimentos epistêmicos, práticas epitêmicas, linguagem ABSTRACT 8 Valle, M. G. Movements and epistemic practices and their relationship with arguments construction in science classes. 2014, 165p. Thesis (Doctoral) -Faculdade de Educação, Universidade de São Paulo, 2014. This work has as main objective to understand the possible relationship between
more » ... lationship between the movements and epistemic practices produced by the teacher and students and the construction of arguments. The analysis of the discursive interactions between a science teacher and students in 7th grade of elementary school (students with eleven and twelve years) along a didactic sequence entitled "The rocky shore problem". The methodology was taken from a qualitative approach and involved the analysis of the transcripts recorded on video. The didactic sequence was based on the competitive theories model, in which hypotheses that can sustain a claim are presented. In addition to choosing which hypothesis is appropriate, students should also elaborate justifications for the choices they made. The analyzes included the identification of relationships between time and scientific scholar practices or procedural display; identification of movements and epistemic practices arising from the interaction between teacher and students; product identification and argumentative process and comparative analysis of oral and written discourse of students during solving the problem. The epistemic practices found often specify the epistemic move highlighting the goal to which he proposes as the same epistemic move can be related to different epistemic practices. In the second part of the lesson epistemic practices can be related to the construction of arguments, which relate primarily to the assessment of the argument and verification of interpreting data/evidence. Students in general, through discursive interactions, and the mediating role of the teacher, were able to identify the data, organize information and then choose one of the hypotheses and produce oral and written discourse , which showed very distinct features in structure and composition.
doi:10.11606/t.48.2014.tde-01102014-104240 fatcat:a4o53vamtbgjzbek3ovx5kvcti