ARGUMENTAÇÃO EM AULAS DE QUÍMICA: ESTRATÉGIAS DE ENSINO EM DESTAQUE

Abstract

Research in the area of science teaching has highlighted the importance of using argumentation in the classroom, as well as preparing teachers to undertake and conduct activities of this nature. In order to bring elements that contribute to the progress of discussions about the subject, we investigated implementing and developing two teaching strategies (ludic activities and chemistry experiments) in lessons taught by pre-service teachers in supervised internships and we identified their pro-argumentation actions. The results showed that pre-service teachers not fully achieved the task of promoting argumentation practices in chemistry classes, emphasizing their ease and difficulties throughout the activity.