Panorama de pesquisas sobre argumentação articulada a questões sociocientíficas no ensino de ciências

Overview of research on argumentation articulated with socioscientific issues in science education

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Abstract (pt)

A argumentação é uma prática social que apresenta potencial para a construção do conhecimento científico de forma crítica, sendo ela uma das dimensões das práticas científicas no contexto escolar que pode ser desenvolvida pela abordagem de questões sociocientíficas (QSC). Este trabalho visa responder o problema de pesquisa “Qual o panorama das pesquisas que discutem sobre a argumentação e suas possíveis relações com a abordagem de QSC no ensino de ciências, no recorte de 2017 a 2021?”, por meio da análise do mapeamento das pesquisas que versam sobre a argumentação e suas possíveis articulações com a abordagem de Questões Sociocientíficas na área de ensino de ciências. O estudo é de caráter qualitativo e quantitativo com relação à abordagem dos dados e do tipo bibliográfico. O procedimento metodológico envolveu uma revisão bibliográfica nos anais do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) e em dez periódicos científicos da área de ensino de ciências. Os dados foram analisados considerando três categorias: (i) a distribuição das pesquisas; (ii) o contexto da pesquisa; e (iii) relação questões sociocientíficas-argumentação. Os resultados mostraram que dentre os trabalhos encontrados no ENPEC, 31 discutiam a temática argumentação, sendo 05 os que estabeleciam relações com questões sociocientíficas. Nos periódicos foram encontrados 49 artigos sobre argumentação, e em 06 destes havia uma articulação com QSC. No total das pesquisas, apenas 01 se situou no contexto do ensino fundamental. Este estudo permitiu compreender o panorama das investigações acerca da argumentação e questões sociocientíficas, evidenciando a potencialidade desta articulação para a construção do conhecimento de ciências pelos estudantes. Além disso, indica a possibilidade de ampliar as investigativas sobre argumentação e sua relação com a QSC, sobretudo na modalidade dos anos finais do ensino fundamental.

Abstract (en)

Argumentation is a social practice that has potential for the construction of scientific knowledge in a critical way, and it is one of the dimensions of scientific practices in the school context that can be developed by approaching socio-scientific issues (SSI). This work aims to answer the research problem “What is the panorama of research that discusses argumentation and its possible relationships with the SSI approach in science teaching, from 2017 to 2021?”, through the analysis of research mapping which deal with the argument and its possible articulations with the approach of Socio-scientific Issues in the area of science teaching. The study is qualitative and quantitative in terms of the data approach and the bibliographic type. The methodological procedure involved a bibliographical review in the annals of the National Research Meeting in Science Education (NRMSE) and in ten scientific journals in the area of science teaching. The data were analyzed considering three categories: (i) the distribution of surveys; (ii) the research context; and (iii) socio-scientific issues-argumentation relationship. The results showed that among the works found in NRMSE, 31 discussed the argumentation theme, 05 of which established relationships with Socio-scientific Issues. In the journals, 49 articles on argumentation were found, and in 06 of these there was an articulation with SSI. In the total of research, only 01 was in the context of elementary education. This study made it possible to understand the panorama of investigations about argumentation and socio-scientific issues, highlighting the potential of this articulation for the construction of science knowledge by students. In addition, it indicates the possibility of expanding investigations on argumentation and its relationship with the SSI, especially in the modality of the final years of elementary school.

Abstract (es)

Argumentation is a social practice that has potential for the construction of scientific knowledge in a critical way, and it is one of the dimensions of scientific practices in the school context that can be developed by approaching socio-scientific issues (SSI). This work aims to answer the research problem “What is the panorama of research that discusses argumentation and its possible relationships with the SSI approach in science teaching, from 2017 to 2021?”, through the analysis of research mapping which deal with the argument and its possible articulations with the approach of Socio-scientific Issues in the area of science teaching. The study is qualitative and quantitative in terms of the data approach and the bibliographic type. The methodological procedure involved a bibliographical review in the annals of the National Research Meeting in Science Education (NRMSE) and in ten scientific journals in the area of science teaching. The data were analyzed considering three categories: (i) the distribution of surveys; (ii) the research context; and (iii) socio-scientific issues-argumentation relationship. The results showed that among the works found in NRMSE, 31 discussed the argumentation theme, 05 of which established relationships with Socio-scientific Issues. In the journals, 49 articles on argumentation were found, and in 06 of these there was an articulation with SSI. In the total of research, only 01 was in the context of elementary education. This study made it possible to understand the panorama of investigations about argumentation and socio-scientific issues, highlighting the potential of this articulation for the construction of science knowledge by students. In addition, it indicates the possibility of expanding investigations on argumentation and its relationship with the SSI, especially in the modality of the final years of elementary school.