RELAÇÕES ENTRE ARGUMENTAÇÃO E MODELAGEM NO CONTEXTO DA CIÊNCIA E DO ENSINO DE CIÊNCIAS
RELATIONS BETWEEN ARGUMENTATION AND MODELLING IN SCIENCE AND SCIENCE EDUCATION CONTEXTS
DOI:
https://doi.org/10.1590/1983-2117201517s03%20Palavras-chave:
Ensino de Ciências autêntico; Modelagem; Argumentação.Resumo
Considerando a relevância de se promover um Ensino de Ciências autêntico, enfatizamos, neste trabalho, duas práticas epistêmicas que podem contribuir para este: a argumentação e a modelagem. Tais práticas e alguns dos principais elementos envolvidos nelas são caracterizados teoricamente. Essa caracterização sustenta a reanálise de um conjunto de dados empíricos a partir da qual propomos relacionamentos entre ações envolvidas em várias etapas da modelagem e habilidades argumentativas utilizadas na realização destas. Tais relacionamentos são inéditos na literatura e, ao mesmo tempo em que reafirmam a indissociabilidade entre as práticas epistêmicas científicas de argumentar e modelar, abrem novas frentes de investigação.
Assuming the relevance of promoting an authentic science teaching, two epistemic practices that may contribute to it are emphasised in this paper: argumentation and modelling. Such practices, as well as some of their main elements, are theoretically characterised. This categorisation supports the reanalysis of a set of empirical data from which we propose relations between the actions involved in each of the modelling stages and the argumentative skills used when they are performed. Such relations are novel in the literature. They reaffirm the inseparability of modelling and argumentation in science and in science education, and, at the same time, open new investigative fronts.
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