Questão sociocientífica: uma estratégia para o desenvolvimento da argumentação em aulas de química

This work aims to analyze how a socio-scientific question can enable the development of argumentation in Chemistry classes. For this, a socio-scientific question on “food supplementation” was applied to students of the 3rd year of high school in a public school * Graduada em Licenciatura Plena em Química pela Universidade Federal Rural de Pernambuco (UFRPE), Brasil. E-mail: thiara.vanessa@ gmail.com ORCID: https://orcid.org/0000-0003-3302-2962 ** Professora Adjunta do Departamento de Química, Universidade Federal Rural de Pernambuco (UFRPE), Brasil. Doutora em Educação, Universidade Federal de Pernambuco (UFPE), Brasil. E-mail: veratsb@gmail.com ORCID: https://orcid.org/0000-0002-9660-396X DOI: https://doi.org/10.14483/23464712.16059 Resultado de Investigación Recebido: 21 de março de 2020; aprovado: 19 de junho de 2020 Questão sociocientífica: uma estratégia para o desenvolvimento da argumentação em aulas de química Silva BarBoSa, T. v. y TavareS SanToS BaTinga, v. [ 159 ] Góndola, Enseñanza y Aprendizaje de las Ciencias e-ISSN: 2346-4712 • Vol. 16, No. 1 (ene.-abr., 2021), pp. 158-174 in Pernambuco, Brazil. The research is qualitative and the methodological procedures adopted were: Elaboration and Development of the Socio-scientific Question and Data Analysis. The results show that the use of the socio-scientific question Food Supplementation establishes a favorable context for the emergence of argumentation processes in the classroom. In students' discursive actions, social and scientific arguments were identified. The confrontation of ideas brought about by the socio-scientific question evidenced from the emergence of argumentative situations enables the development of school chemical knowledge, also contributing to a more critical and reflective training of students.