Abstract

REVEL CHION, Andrea Fernanda; MEINARDI, Elsa  and  ADURIZ BRAVO, Agustín. School scientific argumentation: a contribution to the understanding of a complex model of health and disease. Ciência educ. [online]. 2014, vol.20, n.04, pp.987-1001. ISSN 1516-7313.  https://doi.org/10.1590/1516-73132014000400014.

This paper explores the existing relationship between the learning of school scientific argumentation and the acquisition of a complex model of health and diseases, more specifically to explain the emerging and re- emerging of diseasess. It is assumed that school scientific argumentation is a linguistic-cognitive procedure that gives rise to the production of a text that explains a topic in which four key domains can be recognised: pragmatics, rethoric, theory and logics. A historic-epistemological analysis of the concept of health was carried out and position was taken in favour of a complex model that we have defined as multicausal and multireferential. For both contents a didactic model unit has been designed, laying emphasis on the metacognitive and self-regulatory processes set into motion through the basis of orientation and instances of self-evaluation, co- evaluation and hetero-evaluation. The study is brought into line with a model of illocutionary explanation.

Keywords : Scientific Argumentation; Multicausal and Multireferential Model; Health; Disease.