Resumo

ROMANO, Leticia Garcia; CONDAT, María Eugenia; OCCELLI, Maricel  e  VALEIRAS, Nora. Argumentative and technological dimensions in science teacher training. Ciência educ. [online]. 2016, vol.22, n.4, pp.895-912. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320160040005.

We discuss in this paper the notions of argumentation held by science teachers and high school students. The analysis is taken to a deeper level through the characterization of three technological resources that are employed in the context of initial and continuous training of science teachers. The resources studied are: discussion forums, maps of arguments (Debategraph) and WISE (Web-based Inquiry Science Environment). With regard to the ideas on argumentation of teachers and students, the results show a variety of positions, expectations and skills. When it comes to technology resources, one can say that the three resources combine two key aspects in science learning: argumentation and collaboration. Based on the results obtained, suggestions for incorporating argumentative and technological dimensions in science teacher training are proposed.

Palavras-chave : Argumentation; Information and communication technologies; Teacher training.

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