A context-based sequence proposal for the promotion of scientific argumentation in learning chemical reactions with high school technical professional students

Abstract

This work analyzes the limitations, possibilities and conditioning factors of a sequence whose focus is the contextualization of the contents, addressing real and close problems, allowing the student to put the theory into practice in authentic situations, promoting critical thinking and argumentation scientific, in students of Middle School Professional Technical. We worked with a sample of 50 students (14-17 years old) who study Industrial Chemistry and Mining. Data collection comes from the activities in which students participated in the content of chemical reactions under the mining context, to promote development in scientific argumentation. The results show that a high percentage of the students manage to select a conclusion based on tests and use the information of a disciplinary, socio-political, ethical, and environmental nature when preparing a scientific argument in a role play.