Estrategias argumentativas utilizadas por los estudiantes de la institución educativa Divino Niño de Tierra Grata (Chinú) en el análisis de hechos históricos culturales

In the teaching of science, the development of argumentation should be privileged, in favor of the construction and understanding of knowledge in the classroom. The present study is a contribution to their development and to the didactics of science teaching through the analysis of classroom discour...

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Autores:
Muñoz Arévalo, Neila
Tipo de recurso:
Fecha de publicación:
2019
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/42377
Acceso en línea:
https://revistas.usantotomas.edu.co/index.php/viei/article/view/4915
Palabra clave:
critical thinking
qualitative knowledge
scientific knowledge
didactic unit (UD)
argumentation
argumentative strategies
identity
history
culture
pensamiento crítico
conocimiento cualitativo
conocimiento científico
unidad didáctica (UD)
argumentación
estrategias argumentativas
identidad
historia
cultura
Rights
License
http://purl.org/coar/access_right/c_abf2
Description
Summary:In the teaching of science, the development of argumentation should be privileged, in favor of the construction and understanding of knowledge in the classroom. The present study is a contribution to their development and to the didactics of science teaching through the analysis of classroom discourse in secondary school students. In this, we reflect on the incidence of argumentative strategies and the quality of the arguments in the conceptual evolution of historical cultural events (Identity, History and Culture), assessing the quality model of the arguments of Sampson and Clark (2009) and their relationship with the argumentative model of Candela (2006) analyzing its implications in the definition of contents that oscillate between common knowledge and scientific knowledge.