ESQUEMA DE ARGUMENTO DE TOULMIN COMO INSTRUMENTO DE ENSINO: EXPLORANDO POSSIBILIDADES

Abstract

Argumentation is a recent focus in science education research, sothere are many areas requiring further research. Questions that need to be addressed include the following: “Is the quality of argumentation determined by the presence of particular elements such as warrants and qualifiers or by the level of persuasiveness of the arguments?”; “Should science educators teach argumentation?” This study examines the effects of teaching the appropriate structure of scientific arguments based on Toulmin’s argument scheme to support the development of argumentation skills in undergraduate chemistry students. Results provide indication that this kind of intervention may support the development of argumentation skills in chemistry students.