The dimensions of the argument in science education researches from 2007 to 2017: one to look at for the characterization and the methodological tools to study this thematic one

Abstract

It is well known in the academic area that the argument in science teaching presents its bias in the action of understanding and relating data and conclusions, from the ability to evaluate theoretical statements in the light of empirical data or from other sources and to promote the construction of argumentative capacity. In this context, the objective of this article is to verify in the panorama and/or scenario of the research on Argumentation in Science Teaching, what are the methodological tools of construction as well as the analytical tools used in the researches from 2007 to 2017 and, for that, we elaborate a state of art. The methodology used in this case was content analysis. The results show that the Toulmin Standard is the most used construction and/or analytical tool in the researches, and there are others that sometimes dedicate themselves to aggregate to the Toulmin Standard some weights or act totally contrary to the ideology of this tool tending many times for argumentation focused on the premises of discourse, from any “form” it is clear that the tool contributes positively to the construction of the argumentation.

Keywords

• argumentação
• ferramentas de construção e analítica
• mapeamento