Imagem da capa

Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects

In this paper, we present a discussion about the structure and quality of the arguments elaborated by Chemistry and Physics teachers on subjects of Science Education. The protocol for obtaining the research data corresponded to assertions on which the research subjects had to express their points of...

ver descrição completa

Principais autores: da Costa Tourinho e Silva, Adjane, Nardi, Roberto
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2019
Acesso em linha: http://periodicos.utfpr.edu.br/rbect/article/view/7401
Tags: Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
id peri-article-7401
recordtype ojs
spelling peri-article-74012022-09-29T18:40:43Z Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects Argumentos de professores de química e física sobre modelos de ensino: aspectos estruturais, dialéticos e retóricos da Costa Tourinho e Silva, Adjane Nardi, Roberto Educação; ensino-aprendizagem Argumentos; Características e qualidade de argumentos;Educação em Ciências Arguments; Characteristics and quality of arguments; Science education In this paper, we present a discussion about the structure and quality of the arguments elaborated by Chemistry and Physics teachers on subjects of Science Education. The protocol for obtaining the research data corresponded to assertions on which the research subjects had to express their points of view, justifying them. The written data were analyzed in according to Toulmin's Argument Pattern (2006), but re-placed in the density of a situated discourse (AMOSSY, 2007). The arguments produced were compared to each other and characterized in their quality regarding a dialectical structural as well as rhetorical aspects. In addition to a basic argument structure, were found arguments with refutators, which originated another argumentative structure with detailed data presentations and background knowledge. We also verified elements that could be perceived as characteristic of the dimension of pathos and ethos, from the point of view of argumentation as persuasion. Neste artigo, apresentamos uma discussão sobre a estrutura e a qualidade dos argumentos elaborados por professores de Química e Física sobre temas da Educação em Ciências. O protocolo de obtenção dos dados da pesquisa correspondeu a asserções sobre as quais os sujeitos tiveram que expressar seus pontos de vista, justificando-os. Os dados escritos foram analisados de acordo com o Padrão de Argumento de Toulmin, porém recolocando-o na densidade de um discurso situado. Os argumentos produzidos foram comparados entre si e caracterizados em sua qualidade tendo em vista os aspectos estruturais dialéticos bem como os retóricos. Além de uma estrutura básica de argumento, foram encontrados argumentos com refutadores, os quais originavam outra estrutura argumentativa com apresentações detalhadas de dados e conhecimentos de base. Foram verificados, ainda, elementos que puderam ser percebidos como característicos da dimensão do pathos e do ethos, na perspectiva da argumentação enquanto persuasão. Universidade Tecnológica Federal do Paraná (UTFPR) Capes CNPq 2019-08-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/rbect/article/view/7401 10.3895/rbect.v12n2.7401 Revista Brasileira de Ensino de Ciência e Tecnologia; v. 12, n. 2 (2019) 1982-873X 10.3895/rbect.v12n2 por http://periodicos.utfpr.edu.br/rbect/article/view/7401/pdf Direitos autorais 2019 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author da Costa Tourinho e Silva, Adjane
Nardi, Roberto
spellingShingle da Costa Tourinho e Silva, Adjane
Nardi, Roberto
Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects
author_sort da Costa Tourinho e Silva, Adjane
title Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects
title_short Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects
title_full Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects
title_fullStr Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects
title_full_unstemmed Arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects
title_sort arguments of chemistry and physics teachers on teaching models: structural, dialectical and rhetorical aspects
description In this paper, we present a discussion about the structure and quality of the arguments elaborated by Chemistry and Physics teachers on subjects of Science Education. The protocol for obtaining the research data corresponded to assertions on which the research subjects had to express their points of view, justifying them. The written data were analyzed in according to Toulmin's Argument Pattern (2006), but re-placed in the density of a situated discourse (AMOSSY, 2007). The arguments produced were compared to each other and characterized in their quality regarding a dialectical structural as well as rhetorical aspects. In addition to a basic argument structure, were found arguments with refutators, which originated another argumentative structure with detailed data presentations and background knowledge. We also verified elements that could be perceived as characteristic of the dimension of pathos and ethos, from the point of view of argumentation as persuasion.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2019
url http://periodicos.utfpr.edu.br/rbect/article/view/7401
_version_ 1805449002781507584
score 10,814766

Registros relacionados