Analysis of argumentative texts produced by chemistry licensees on the socioscientific issue use of pesticides in Brazilian plantations

Abstract

Studies in the area of chemistry teaching indicate the importance of introducing socio-scientific questions in chemistry classes. It is in the context of discussions on socio-scientific issues that the contributions of argumentation in this process are highlighted. Therefore, this work aimed to analyze the argumentation process of Chemistry undergraduates in the scope of a sequence of activities related to a QSC on Pesticides. Among the activities, in this work, we present an excerpt of the production of argumentative texts carried out by students of the Full Degree in Chemistry course at a Higher Education Institution in Recife, Pernambuco, Brazil, enrolled in a Chemistry Teaching discipline. The study is qualitative in terms of data approach. The argumentative texts produced by the research participants were analyzed. The categories of analysis are based on elements of the argumentative cycle, on the structure of argumentative texts and their organizing elements, and on socio-scientific aspects present in discussions about pesticides. In their texts, the undergraduates presented arguments with different points of view and justifications, counter-arguments and answers related to the QSC. However, we highlighted few students who developed the three elements of the argumentative cycle: argument, counter-arguments and response. From the results, we can say that the discussion on the QSC "Use of pesticides in Brazilian crops" contributed to the development of argumentative texts by the Chemistry graduates, and they did so considering both the potential of pesticides for crops, and social and environmental impacts, such as diseases, degradation of soil, rivers and vegetation.