Ensino de Argumentação a partir do uso de questões sociocientíficas sobre herança multifatorial no ensino médio: uma proposta de sequência didática e material curricular educativo

Abstract

This study aimed to investigate which theoretical-methodological contents constitute promising educational elements to integrate an Educational Curricular Material (ECM) that seeks to promote the learning of argumentation by basic education teachers. More specifically, we intend to: a) refine the design principles that guide the construction of a didactic sequence (DS) developed for the teaching of argumentation through the use of socioscientific questions (SQ) on Multifactorial Inheritance; b) analyze the adequacy of the instructions planned for the ECM to the design heuristics that guide the provision of the educational elements necessary for teacher learning about argumentation; c) produce an ECM that provides high school teachers with theoretical-practical content on discursive interactions and argumentation; d) validate the design principles related to the explicit teaching of argumentation, the use of socioscientific questions and the mobilization of argumentative questions to promote argumentation in the classroom. The work is presented in the format of three articles and an Educational Curricular Material, each of which relates to one of the objectives above, and which, in sequence, answer the research question. Design research is the theoretical-methodological approach that guides the work of developing the SD. Based on preliminary readings that addressed the educational scenario regarding the insertion of argumentation teaching in the context of Brazilian high school, it was possible to outline an overview of how argumentation is situated in Biology classrooms. With this information, together with the data obtained from the previous application of the didactic sequence, it was possible to refine the design principles that integrate the planning of the new version of the didactic sequence. This data was also used to plan the Educational Curricular Material, which had as its theoretical-methodological perspective the fulfillment of design heuristics. After all the theoretical-methodological apparatus was consolidated, we proceeded with the application of the reformulated didactic sequence, seeking data that would validate the design principles that present substantive characteristics and to promote the teaching and learning of argumentation. With these results, an Educational Curricular Material (ECM) was proposed, which presents suggestions and guidelines for Biology teachers who are interested in learning about argumentation and developing more dialogic classes. To analyze the contribution of explicit teaching of argumentation in the elaboration of arguments, the argumentative episodes were analyzed, in order to characterize discursive aspects that resulted in arguments. The results indicate that the ECM was an important tool, helping the teacher to plan the discourse to teach the class related to the explicit teaching of argumentation. The arguments developed by the students indicated a good mobilization of the elements of the argument when analyzed from the point of view of orality. Despite this positive result, students did not perform as well when asked to write their arguments following Toulmin's model, which indicates some limitations of the intervention in achieving the educational expectations for which it was developed. Future applications should focus on improvements to meet the needs of students with greater difficulty, especially in the written skills related to argumentation.