Banca de DEFESA: AMANDA GLYCIA SILVA MOREIRA DA COSTA
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : AMANDA GLYCIA SILVA MOREIRA DA COSTA
DATE: 05/02/2021
TIME: 09:30
LOCAL: https://zoom.us/j/91275008923
TITLE:
REVELOPMENT OF CONCEPTUAL MAPS AS A STRATEGY IN PROMOTING SCHOOL ARGUMENTATION
KEY WORDS:
Science teaching; Argumentation; Concept maps
PAGES: 106
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:
The use of teaching strategies that enable the development of argumentative skills in the classroom, become increasingly necessary in science education, in order to make students, critical and reflective citizens. Therefore, we intend to analyze the discourse of high school students during the defense of concept maps as part of an implicit teaching activity of school scientific argumentation, in order to answer the following research question: “Activities involving concept maps, can promote the teaching of argumentation? In positive case, how?” In this context, we propose the use of the conceptual map, as a teaching tool, in a sequence of activities, aiming at promoting argumentation in the classroom. The application of the activity proposed, by this research, with CAAE (Certificate of Presentation for Ethical Consideration) 15863319.3.0000.5537, involved the process of construction, reformulation and defense of concept maps, based on the theme “acid rain”, and lasted approximately five meetings, one theoretical, on the process of building conceptual maps and contextualizing the guidelines for the proposed methodological strategy, and four meetings to carry out the proposed activities, each meeting containing two classes of 50 minutes duration each. The participating subjects were teenagers students from 3rd grade in computing studies at IFRN, on Currais Novos campus, in the discipline of Chemistry I. The data collection was carried out through audio and video recordings, and the data could be analyzed from the students' speeches, which were transcribed and organized in terms of statements by each component of the groups and, for the analysis, a rubric adapted from the authors Shemwell and Furtak (2009) was elaborated in which it addressed: the lack data, the use of data and the articulation data with conceptual relationships. In this rubric analysis of the declarations, the data correspond to the elements that configure a conceptual map (terms of connection, arrows, concepts, propositions, among others) and the conceptual relationships are the technical and/or scientific information used to support the speeches and correlate with the data. As a result, we observed that, during the defense of the maps, groups A and B presented a smaller volume of declarations, and in their arguments, they used data and the articulation between data and concepts in the three actions that constitute the defense stage. Group F and G, on the other hand, presented a greater volume of declarations and articulated the data relating them to the concepts also in the three moments of the defense activity, they also presented a differential factor in their declarations, without any statement at “the lack of data” category both in evaluation and refutation actions. The insertion of the defense activity of concept maps, in addition to enabling a greater iteration of the conceptual organization that students attributed to the theme of “acid rains”, also revealed a rich potential to further the negotiation of meanings and scientific argumentation in the classroom , owing to the processes of formulating and reformulating conceptual relationships on a given theme, based on the questions and refutations of colleagues, making students re-evaluate their own established conceptions. Thus, we believe that the adoption of such a didactic proposal, contributes to a significant advance in education, with regard to the formation of reflective citizens in decision making based on argumentative processes.
BANKING MEMBERS:
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA
Interno - 2195626 - MILTON THIAGO SCHIVANI ALVES
Externa à Instituição - SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES - UFPE
Externa à Instituição - LíVIA CRISTINA DOS SANTOS SILVA - IFRN