Resumo

FERRAZ, Arthur Tadeu  e  SASSERON, Lúcia Helena. Interactive environment of collaborative argumentation: conditions created by teacher to promote argumentation in inquiry-based classes. Ens. Pesqui. Educ. Ciênc. [online]. 2017, vol.19, pp.330-354. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172017190711.

Inquiry-based teaching is often seen as a catalyst for Scientific Literacy. This because it favors the work of epistemic practices of science, such as argumentation, and the different kinds of interactions that are essential for the construction of meanings by students. In this paper, we discuss the importance to promote interactions in this context focusing on promoting of argumentation by students to build understanding about objects of study. Our results, theoretical and empirical, have revealed that implementation of investigative approaches allows the configuration of an interactive environment of collaborative argumentation, that is, an environment in which the interaction and collaboration among members and elements that constitute the classroom favors the construction of arguments.

Palavras-chave : Argumentation; Inquiry-based Teaching; Discursive Interactions.

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