<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciênc. educ. (Bauru)]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132016000400008</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320160040008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção dos dados de argumentos em uma Sequência Didática Investigativa em Ecologia]]></article-title>
<article-title xml:lang="en"><![CDATA[The construction of the data of arguments in a Investigative Didactic Sequence in Ecology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ratz]]></surname>
<given-names><![CDATA[Sofia Valeriano Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Motokane]]></surname>
<given-names><![CDATA[Marcelo Tadeu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-graduação Interunidades em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Filosofia Ciências e Letras de Ribeirão Preto Departamento de Biologia]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2016</year>
</pub-date>
<volume>22</volume>
<numero>4</numero>
<fpage>951</fpage>
<lpage>973</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132016000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132016000400008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132016000400008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este trabalho parte da an&#225;lise das intera&#231;&#245;es discursivas e da argumenta&#231;&#227;o e sua rela&#231;&#227;o com o ensino de ci&#234;ncias. O objetivo &#233; analisar quais os aspectos epist&#234;micos na constru&#231;&#227;o dos dados de argumentos a partir de dados fornecidos pelo material did&#225;tico. Utilizamos o modelo de Toulmin para identificarmos o argumento em uma Sequ&#234;ncia Did&#225;tica Investigativa em Ecologia, que aplicamos com professores em um curso de curta dura&#231;&#227;o. Aplicamos dois sistemas de categorias nos epis&#243;dios - as Pr&#225;ticas Epist&#234;micas e os Movimentos Epist&#234;micos - para analisarmos os aspectos epist&#234;micos desse processo. Os resultados indicam que h&#225; diferencia&#231;&#227;o dos aspectos epist&#234;micos de epis&#243;dios que apresentam dados fornecidos com suportes te&#243;ricos mais simples daqueles mais complexos. Assim, dados fornecidos gerais demandam menor quantidade de Movimentos Epist&#234;micos e de Pr&#225;ticas Epist&#234;micas. J&#225; os dados fornecidos espec&#237;ficos requerem do formador uma maior diversidade de Movimentos Epist&#234;micos e Pr&#225;ticas Epist&#234;micas, pelos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work is part of the analysis of discursive interactions and arguments and their relationship with the teaching of the sciences. The goal is to analyze the epistemic aspects in the construction of the arguments about data from the didactic material. We used the model of Toulmin to identify the arguments in an Investigative Didactic Sequence in Investigative Ecology that we apply to teachers on a short course. We applied two systems of categories in the episodes - epistemic practices and epistemic moves - to analyze the epistemic aspects of this process. The results indicate that there is a differentiation of epistemic aspects of episodes. Data provided with theoretical supports are simpler. Thus, data provided generally demands a lower quantity of epistemic moves and of epistemic practices. Specific data provided by the trainer requires a greater diversity of epistemic moves and epistemic practices by teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Movimentos epistêmicos]]></kwd>
<kwd lng="pt"><![CDATA[Práticas epistêmicas]]></kwd>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="en"><![CDATA[Epistemic moves]]></kwd>
<kwd lng="en"><![CDATA[Epistemic practices]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
</kwd-group>
</article-meta>
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