Abstract
The research looks at the following two topics: first, the use of argument in science from the dialogic perspective and second the training of teachers as a stage to providing them with the theory and methodology to promote argument in the science classroom. Concerning the first topic, the use of dialogue in the science classroom shows to be indispensable. This approach of student collaboration in the classroom promotes deeper learning of the concepts addressed. Concerning the second topic, the central objective of the research was to characterize and understand changes in teaching models of argumentation in science class in four aspects: the epistemological, conceptual, didactical and structural. The research was conducted in an official educational institution in the city of Manizales, Colombia with five primary school teachers, with children aged between 9 and 10 years. Teachers participated in a process of critical thought and reflection on their performance in the classroom. The results show significant changes in the first three aspects. In the epistemological, it was established that the role of argumentation is critical to the learning of science. In the conceptual, teachers managed to place themselves in a dialogic perspective that allowed them to understand how to use argument as a learning tool. In the didactical, teachers used group work and essential questions to generate dialogue and debate among their students. Furthermore, these mechanisms improved their management of the classroom. Finally, in the structural, the advances were not significant, as teachers themselves were beginning with low levels in the knowledge of argumentation, thus demonstrating the need to strengthen the argumentative practices of teachers.
Thesis full reference
Ruiz, Francisco. (2012). Characterization and evolution of the teaching models of argumentation in science class in primary school. Doctoral thesis available www.tdx.cat/bitstream/10803/98466/1/fjro1de1.pdf
Three appended manuscripts are published
Ruiz, F., Márquez, C. & Tamayo, O. (2015). A model for teaching argumentation in science class. Educação e Pesquisa, 41(3), 629-646. https://dx.doi.org/10.1590/S1517-9702201507129480
Ruiz, F.; Márquez, C. y Tamayo O. E. (2014) Cambio en las concepciones de los do- centes sobre la argumentación y su desarrollo en clase de ciencias. Enseñanza de las Ciencias 32(3), 53-70.
Ruiz, F., Márquez, C. & Tamayo, O. (2011). Teachers’ change of conceptions on argumentation and its teaching. Bruguière et al. (Eds.) Comunicació oral, 9th International ESERA Conference, p. 31-37. Lió, França. [ISBN: 978-9963-700-44-8]
Correspondence
Francisco Javier Ruiz Ortega
Department of Pedagogical, Curricular and Professional Studies
Universidad de Caldas, Manizales, Colombia
Calle 65 No 26 – 10 / Tel +57 6 8781500
e-mail: francisco.ruiz@ucaldas.edu.co
