Argumentação e outras práticas epistêmicas em uma sequência de ensino investigativa envolvendo Química Forense

Abstract

The present study aimed to analyze the development of an inquiry-based teaching sequence (IBTS), structured around a theme of Forensic Chemistry, verifying the space generated for argumentation and other epistemic practices, in the context of initial teacher training.The data from the application of IBTS were obtained through questionnaires and video recordings.The treatment of the data involved the transcriptions of the information obtained through videos, fragmenting them into episodes of interaction, with the intention of selecting for analysis those that best expressed the students' arguments, as well as of the established epistemic practices.The structures of oral and written arguments were analyzed in the light of the Toulmin Argument Pattern and, for the analysis of epistemic practices, we based ourselves on categories arranged in the literature about the theme.The results point to IBTS's potential to promote epistemic practices in the social instances of knowledge promotion and communication.