Experimentation; Predict, Observe and Explain; Cognitive Skill.

Studies have advanced on teaching strategies that aim at the development of argumentative practices, particularly those that prioritize the production, communication and evaluation of scientific knowledge in the classroom. Among the strategies we consider the POE (Predict-Observe-Explain) perspective from an experimental activity to approach concepts of Electrochemistry. Our research investigates the cognitive-linguistic abilities to predict, observe and explain manifested by higher education students in chemistry. We use data collection instruments for the three stages of POE. As main results it was possible to observe through the production of argumentative genres, oral (individual and group discussion) and written (individual file) that the teaching strategy proved useful for students to present their ideas and negotiate arguments and explanations for the chemical phenomena presented, and although the students presented conceptual evolution expressed in the answers presented in the written explanations as the activity was developed.