Banca de DEFESA: WILKA KARLA MARTINS DO VALE

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : WILKA KARLA MARTINS DO VALE
DATE: 15/06/2022
TIME: 14:00
LOCAL: videoconferencia
TITLE:

ANALYSIS OF THE PROCESS OF ARGUMENTATION OF CHEMISTRY STUDENTS FROM A SOCIO-SCIENTIFIC QUESTION ABOUT AGROTOXIC

 

KEY WORDS:

 

SSI approach, classroom argumentation, pesticides, training process, degree in chemistry.

PAGES: 160
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

 This thesis aims to understand how the argumentation on the socio-scientific question Pesticides in the teaching and learning process of chemistry contributes to the socio-scientific learning of the subject. For that, a training process was developed aimed at students of the degree in Chemistry in the discipline of Instrumentation for Teaching Chemistry II (IQEII). This process had actions favorable to the development of the students' arguments at the time of the intervention. The theoretical framework focuses on discussions about the pedagogical didactic unfolding of the approach to socio-scientific issues (QSC) and argumentation in science teaching. In relation to QSC, we reveal about the overlaps in the training of students to learn science from the insertion of socio-scientific controversies, discussed in the face of social, cultural, technological, ethical and moral dimensions. Regarding argumentation, we bring a brief overview of the constructions and ruptures that mark the studies on argumentation and we highlight the importance of argumentative situations in the classroom, and how argumentation in the classroom articulated the QSC has been discussed in the literature. The training process was carried out in the distance modality, via the google meet and google classroom platform, due to the rules of social distance adopted by the Higher Education Institution (IES) to combat the covid-19 pandemic in Brazil in 2021. Activities of the training process were developed in order for students to argue about the QSC pesticides in crops in Brazil. Among the activities carried out, we highlight the critical debate on a fictitious case in which the use of pesticides in a corn field was explored. The data obtained were analyzed in the light of the identification of the students' arguments in the debate, and there was the emergence of dimensions/categories: implicit in the students' previous conceptions about the QSC pesticides; in the students' textual constructions when analyzing the argumentative markers and ideas discussed in the essay-argumentative text modality and in the arguments, counter-arguments and answers that emerged from the students' speeches during the debate, starting from the analysis of the nature of the argumentation, of the personal evidences and the social strategies that supported the elements of the argumentative triad. The results indicate that the undergraduates articulated different socio-scientific dimensions to portray the dichotomies present on the use of pesticides in crops, and that throughout the process they expanded discussions on the scientific-technological nature of pesticides. We evidenced, for example, that the discussions were largely accompanied by justifications and/or refutations that were supported by scientific and technical data, such as phytotoxic characteristics, chemical classes and groups of pesticides, levels of concentration and toxicity of pesticides in water and soil, to complement inferences on social, economic, environmental and political issues, such as health problems, agrarian investments that favor production in crops without or with the use of pesticides, regulations by inspection agencies, among others. We consider that investing in argumentative experiences in the context of the degree in chemistry is a favorable way for students to learn, and can corroborate their ability to make decisions and critically reflect on socio-scientific issues, at this level of education and in other contexts. Therefore, we believe that similar activities should be invested in the learning of chemistry, as the QSC approach, through classroom argumentation, allows students to mobilize different arguments and understandings about science and its consequences in society.

 

BANKING MEMBERS:
Presidente - 2453021 - VERONICA TAVARES SANTOS BATINGA
Interna - 1199285 - ANGELA FERNANDES CAMPOS
Interna - 593.128.744-20 - EDENIA MARIA RIBEIRO DO AMARAL - UFRPE
Externa à Instituição - KATIA CALLIGARIS RODRIGUES - UFPE
Externa à Instituição - Sylvia Regina De Chiaro Ribeiro Rodrigues - UFPE