Use of Interrupted Case Studies to Promote Argumentation in Chemistry

Autor/inn/en	Queiroz, Salete Linhares; de Lima, Mikeas Silva; Lima dos Santos, Douglas Gomes
Titel	Use of Interrupted Case Studies to Promote Argumentation in Chemistry
Quelle	In: Journal of College Science Teaching, 52 (2023) 4, S.3-8 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Science Instruction; Chemistry; Persuasive Discourse; Undergraduate Students; College Science; Debate; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Persuasion; Persuasive Kommunikation; Debating; Streitgespräch; Ausland; Brasilien
Abstract	There has been an increase in the number of studies about educational scenarios aimed at promoting argumentation. Special attention is given to scenarios involving case studies. In this article, we report on the application of an interrupted case study to develop argumentation skills supported by information and communication technologies. The case study solved by students in an undergraduate chemistry course addressed water resources contaminated by heavy metals and their effects on human health. The activities carried out led to the students preparing an oral presentation and arguing the resolution of the case, which was analyzed from an epistemic point of view. The case provided rich debates among students and stimulated participation in the activities. Students developed a strong argument in which theoretical claims were supported by experimental data in the form of visual representations. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01