Analysis of the argumentative process of students to a social dilemma related to genetic content

Abstract

Background: Studies on argumentation in science education have been devoted to the theoretical aspects of the quality of the arguments or the contributions and limitations of the proposals or learning environments, among others. Objectives: In particular, our study seeks to analyse the argumentative process of high school students as they experience an argumentation activity about the disciplinary content of genetics. Design: The intervention process was carried out through the course “Dialogues on Genetics,” which lasted six weeks with a 16 hour-class workload. To achieve our objective, we analysed the data collected from Activity 8, entitled “Social dilemma related to consumption and production of genetically modified food.” Setting and Participants: Twelve students between 15 and 18 years old, attending the 3rd grade of the High-School Integrated Vocational Course on Fishery Resources of IFRN - Campus Macau participated in this research. Data collection and analysis: The data collected consisted of audio and video recordings, which was organised through software ELAN, and the written record of the consensual argument each group prepared. Results: Our analysis of the dialogue data involved in the formulation of a consensual argument by a group of students identified three stages of the argumentative process, namely, (I) proposition, (II) negotiation, and (III) agreement. Conclusions: We evidenced that, following this three-part model, the argumentative process is repeated until the group reaches a consensus or withdraws from trying to persuade the peer with a counterclaim.