<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000300629</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201507129480</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La argumentaci&#243;n en clase de ciencias, un modelo para su ense&#241;anza]]></article-title>
<article-title xml:lang="en"><![CDATA[A model for teaching argumentation in science class]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega]]></surname>
<given-names><![CDATA[Francisco Javier Ruiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alzate]]></surname>
<given-names><![CDATA[Oscar Eugenio Tamayo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bargalló]]></surname>
<given-names><![CDATA[Conxita Márquez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,francico.ruiz@ucaldas.edu.co  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,oscar.tamayo@ucaldas.edu.co  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales Caldas]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Barcelona  ]]></institution>
<addr-line><![CDATA[Barcelona Cataluña]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>3</numero>
<fpage>629</fpage>
<lpage>646</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000300629&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000300629&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000300629&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[La argumentaci&#243;n en ciencias es un proceso dial&#243;gico y una herramienta fundamental para la co-construcci&#243;n de comprensiones m&#225;s significativas de los conceptos abordados en el aula. Por ello, es una de las competencias que debe asumirse de manera expl&#237;cita en los procesos de ense&#241;anza y aprendizaje de las ciencias. El objetivo central de nuestra investigaci&#243;n es proponer un modelo de ense&#241;anza de la argumentaci&#243;n en ciencias. La informaci&#243;n recogida para nuestro prop&#243;sito y analizada bajo el enfoque cualitativo, se obtiene del proceso realizado por una docente que participa en un proceso de reflexi&#243;n cr&#237;tica sobre la argumentaci&#243;n y su propio desempe&#241;o. Los resultados resaltan la importancia que tiene para el docente profundizar en tres aspectos centrales de un modelo de ense&#241;anza de la argumentaci&#243;n en ciencias: el epistemol&#243;gico, el conceptual y el did&#225;ctico. De igual manera, se muestra c&#243;mo la identificaci&#243;n de estos aspectos tanto en el pensamiento como en el desempe&#241;o de la docente y su relaci&#243;n, permite construir un modelo para la ense&#241;anza de la argumentaci&#243;n en ciencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Argumentation in science is a dialogic process and a fundamental tool for the co-construction of more meaningful understandings of the concepts discussed in class. Therefore, it is one of the responsibilities to be assumed explicitly in science teaching and learning. The central aim of our research is to propose a model for teaching argumentation in science. We have collected and analyzed qualitatively information from a teacher who participates in a critical reflection process on argumentation and her own performance. The findings evidence how important it is for teachers to deepen their knowledge of epistemological, conceptual and teaching aspects, which are key to a model for teaching argumentation in science. Similarly, we show how identifying these aspects both in the teacher&#8217;s thought and performance, and the relationship between them, allows constructing a model for teaching science argumentation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Argumentación en ciencias]]></kwd>
<kwd lng="es"><![CDATA[Modelos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento docente]]></kwd>
<kwd lng="es"><![CDATA[Desempeño docente]]></kwd>
<kwd lng="en"><![CDATA[Argumentation in science]]></kwd>
<kwd lng="en"><![CDATA[Teaching models]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; thought]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; performance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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