Resumen

ALEIXANDRE, María Pilar Jiménez  y  AGRASO, Marta Federico. Arguments about sócio-scientific issues: processes of knowledge construction and justication in the classroom. Educ. Rev. [online]. 2006, n.43, pp.13-34. ISSN 0102-4698.

The construction of scientific knowledge is an epistemic activity, for which the criteria about which knowledge is acceptable are of relevance. In the situated cognition perspective, learning is viewed not as acquiring individual knowledge, but as a process of social participation. This paper presents results of research carried in the RODA (Reasoning, Discourse, Argumentation), in the University of Santiago de Compostela, exploring the argumentative reasoning of secondary school students through classroom studies. This paper focuses in these knowledge justification practices in the context of tasks related to socio-scientific issues, such as environmental management in a wetland or the oil spill of the Prestige. The conditions in a learning environment that promote reasoning, critical thinking and decision making are discussed in the frame of critical rationality.

Palabras clave : Argumentation; Socio-Scientific; Epistemic; Critical Thinking.

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