<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências ]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172015000400161</article-id>
<article-id pub-id-type="doi">10.1590/1983-2117201517s09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ARGUMENTAÇÃO E A CONSTRUÇÃO DE OPORTUNIDADES DE APRENDIZAGEM EM AULAS DE CIÊNCIAS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ARGUMENTACIÓN Y CONSTRUCCIÓN DE OPORTUNIDADES DE APRENDIZAJE EN CLASES DE CIENCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[ARGUMENTATION AND LEARNING OPPORTUNITIES CONSTRUCTION IN SCIENCE CLASSES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Munford]]></surname>
<given-names><![CDATA[Danusa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teles]]></surname>
<given-names><![CDATA[Ana Paula Souto Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais (FaE/UFMG) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais (CP/UFMG) Centro Pedagógico ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>17</volume>
<numero>spe</numero>
<fpage>161</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172015000400161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172015000400161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172015000400161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Nesse artigo, analisamos eventos envolvendo argumenta&#231;&#227;o n&#227;o planejada em aulas de ci&#234;ncias de uma turma de Educa&#231;&#227;o de Jovens e Adultos (EJA). Investigamos qual era a diversidade de pr&#225;ticas argumentativas e quais eram as oportunidades de aprendizagem geradas no contexto de eventos envolvendo argumenta&#231;&#227;o. As principais fontes de dados foram v&#237;deos das aulas de ci&#234;ncias e notas de campo. Nossas an&#225;lises foram desenvolvidas com base em adapta&#231;&#227;o da teoria da argumenta&#231;&#227;o pragma-dial&#233;tica e da etnografia em educa&#231;&#227;o. As formas de argumentar s&#227;o diversas, em rela&#231;&#227;o a como: i) emergem v&#225;rios desacordos para resolver um desacordo inicial; e ii) os participantes sustentam pontos de vista. H&#225; ind&#237;cios de que, nesses eventos, h&#225; articula&#231;&#227;o entre participa&#231;&#227;o na argumenta&#231;&#227;o e oportunidades de aprendizagem de pr&#225;ticas cient&#237;ficas, conhecimentos conceituais e sobre ci&#234;ncias. Os resultados t&#234;m implica&#231;&#245;es para o ensino e a aprendizagem de ci&#234;ncias e para o desenvolvimento de metodologias de estudo da argumenta&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este art&#237;culo, analizamos eventos que tienen argumentaci&#243;n no planeada en clases de ciencias en una clase de Educaci&#243;n de J&#243;venes y Adultos (EJA). Investigamos cu&#225;l era la diversidad de pr&#225;cticas argumentativas y cu&#225;les eran las oportunidades de aprendizaje generadas en el contexto de eventos relacionados a la argumentaci&#243;n. Las principales fuentes de datos fueran videos de las clases de ciencias y notas de campo. Nuestros an&#225;lisis fueron desarrollados basados en la adaptaci&#243;n de la teor&#237;a de la argumentaci&#243;n pragma-dial&#233;ctica y de la etnograf&#237;a en educaci&#243;n. Las maneras de argumentar son diversas, en relaci&#243;n a c&#243;mo: i) emergen varios desacuerdos para resolver un desacuerdo inicial; e ii) los participantes sostienen puntos de vista. Hay indicios de que, en eses eventos, hay articulaci&#243;n entre participaci&#243;n en la argumentaci&#243;n y oportunidades de aprendizaje de pr&#225;cticas cient&#237;ficas, conocimientos conceptuales y sobre ciencias. Los resultados tienen implicaciones para la ense&#241;anza y el aprendizaje de las ciencias y para el desarrollo de metodolog&#237;as de estudio de la argumentaci&#243;n.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this study, we analyze classroom events involving argumentation that was not planned. The study took place in science lessons in a Youth and Adult's Education class. We investigated what was the diversity of argumentative practices in this classroom and what learning opportunities were created in the context of argumentative events in this classroom. The main sources of data were video records of the lessons, and field notes. Our analysis were developed based on argumentation theory Pragma-Dialects' aspects adaptations, and of ethnography in education. The ways of arguing in this classroom are diverse in relation to: i) how disagreements emerge to solve an initial disagreement; and, ii) how participants support points of view. There is evidence that, in these events, participating in argumentation is intertwined with learning concepts, scientific practices, and about science. The results have implications for science teaching and learning, as well as to the development of methodologies for studying argumentation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[Pragma-dialética]]></kwd>
<kwd lng="pt"><![CDATA[Etnografia em educação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem de ciências.]]></kwd>
<kwd lng="es"><![CDATA[Argumentación]]></kwd>
<kwd lng="es"><![CDATA[Pragma-dialéctica]]></kwd>
<kwd lng="es"><![CDATA[Etnografía en educación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de las ciencias.]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[Pragma dialectics]]></kwd>
<kwd lng="en"><![CDATA[Science teaching and learning.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAKER]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Argumentative interactions and the social construction of knowledge]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MIRZA]]></surname>
<given-names><![CDATA[N. M.]]></given-names>
</name>
<name>
<surname><![CDATA[PERRET-CLERMONT]]></surname>
<given-names><![CDATA[A. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Argumentation and Education: Theoretical Foundations and Practices]]></source>
<year></year>
<page-range>127-44</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERLAND]]></surname>
<given-names><![CDATA[L.K.]]></given-names>
</name>
<name>
<surname><![CDATA[REISER]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Classroom Communities' adaptations of the practice of scientific argumentationScience Educationen]]></source>
<year></year>
<volume>95</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>191-216</page-range><publisher-loc><![CDATA[Malden ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BILLIG]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Arguing and thinking</em>: A rhetorical approach to social psychology]]></source>
<year></year>
<volume>5</volume>
<page-range>82-117</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University PressChapter]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRICKER]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[BELL]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Conceptualizations of Argumentation from Science Studies and the Learning Sciences and their Implications for the Practices of Science Education]]></article-title>
<source><![CDATA[Science Education]]></source>
<year></year>
<volume>2</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>473-98</page-range><publisher-name><![CDATA[Malden]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAMERON]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Working with Spoken Discourse]]></source>
<year></year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[SAGE Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CANDELA]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A construção discursiva de contextos argumentativos no ensino de ciências]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Coll]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Edwards]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Ensino, aprendizagem e discurso em sala de aula</em>: Aproxima&#231;&#245;es ao estudo do discurso educacional]]></source>
<year></year>
<page-range>143-69</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Artmed]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAPECCHI]]></surname>
<given-names><![CDATA[M. C. V. M.]]></given-names>
</name>
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[A. M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Relações entre o discurso do professor e a argumentação dos alunos em uma aula de física]]></article-title>
<source><![CDATA[ENSAIO: Pesquisa em Educação em Ciências]]></source>
<year></year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>189-208</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHIARO]]></surname>
<given-names><![CDATA[S. de]]></given-names>
</name>
<name>
<surname><![CDATA[LEITÃO]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[O papel do professor na construção discursiva da argumentação em sala de aula]]></article-title>
<source><![CDATA[Psicologia: Reflexão e Crítica]]></source>
<year></year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>350-57</page-range><publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DIXON]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[GREEN]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Multidisciplinary Perspectives on Literacy Research]]></source>
<year></year>
<volume>14</volume>
<page-range>349-90</page-range><publisher-loc><![CDATA[Santa Barbara ]]></publisher-loc>
<publisher-name><![CDATA[Hampten Press CresskillChapter]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DRIVER]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[ASOKO]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[LEACH]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[MORTIMER]]></surname>
<given-names><![CDATA[E. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SCOTT]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Construindo o conhecimento científico em sala de aula]]></article-title>
<source><![CDATA[Química Nova na Escola]]></source>
<year></year>
<volume>9</volume>
<page-range>31-40</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUSCHL]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals]]></article-title>
<source><![CDATA[Review of research in Education]]></source>
<year></year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>268-91</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ERDURAN]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Argumentation in Science Education</em>: perspectives from classroom-based research]]></source>
<year></year>
<page-range>47-70</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GREEN]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[DIXON]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[ZAHARLICK]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A etnografia como uma lógica de investigação]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year></year>
<volume>42</volume>
<page-range>13-79</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IBRAIM]]></surname>
<given-names><![CDATA[S. de S.]]></given-names>
</name>
<name>
<surname><![CDATA[MENDONÇA]]></surname>
<given-names><![CDATA[P. C. C.]]></given-names>
</name>
<name>
<surname><![CDATA[JUSTI]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Contribuições dos Esquemas Argumentativos de Walton para análise de argumentos no contexto do Ensino de Ciências]]></article-title>
<source><![CDATA[Revista Brasileira de Pesquisa em Educação em Ciências]]></source>
<year></year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>159-85</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JIMÉNEZ-ALEIXANDRE]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[ERDURAN]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Argumentation in Science Education</em>: perspectives from classroom-based research]]></source>
<year></year>
<page-range>3-25</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KELLY]]></surname>
<given-names><![CDATA[G. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Establishing Scientific Classroom Discourse Communities</em>: Multiple Voices of Research on Teaching and Learning. Mahwah]]></source>
<year></year>
<page-range>79-108</page-range><publisher-loc><![CDATA[NJ ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KUNH]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Skils of Argument]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEITÃO]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The potential of argument in knowledge building]]></article-title>
<source><![CDATA[Human Development]]></source>
<year></year>
<volume>43</volume>
<page-range>332-60</page-range><publisher-name><![CDATA[Berkeley]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MCDONALD]]></surname>
<given-names><![CDATA[S. P.]]></given-names>
</name>
<name>
<surname><![CDATA[KELLY]]></surname>
<given-names><![CDATA[G. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Beyond Argumentation: Sense-Making Discourse in the Science Classroom]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[KHINE]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Perspectives on Scientific Argumentation</em>: Theory, Practice and Research]]></source>
<year></year>
<page-range>265-81</page-range><publisher-loc><![CDATA[Springer ]]></publisher-loc>
<publisher-name><![CDATA[London]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MCNEILL]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments Over the School Year]]></article-title>
<source><![CDATA[Journal of Research in Science Teaching]]></source>
<year></year>
<volume>48</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>793-823</page-range><publisher-name><![CDATA[Hoboken]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MCNEILL]]></surname>
<given-names><![CDATA[K. L.]]></given-names>
</name>
<name>
<surname><![CDATA[PIMENTEL]]></surname>
<given-names><![CDATA[D. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Scientific discourse in three urban classrooms: The role of the teacher in engaging high school students in argumentation]]></article-title>
<source><![CDATA[<em>Science Education</em>, Malden]]></source>
<year></year>
<volume>94</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>203-29</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLSON]]></surname>
<given-names><![CDATA[D.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[From Utterance to Text: The Bias of Language in Speech and Writing]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year></year>
<volume>47</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>257-81</page-range><publisher-loc><![CDATA[Boston ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OZDEM]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[ERTEPINAR]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[CAKIROGLU]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[ERDURAN]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The Nature of Pre-service Science Teachers' Argumentation in Inquiry-oriented Laboratory Context]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year></year>
<volume>35</volume>
<numero>15</numero>
<issue>15</issue>
<page-range>2559-586</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REX]]></surname>
<given-names><![CDATA[L.A.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Discourse of opportunity</em>: How talk in learning situations creates and constrains]]></source>
<year></year>
<page-range>1-35</page-range><publisher-loc><![CDATA[Cresskill ]]></publisher-loc>
<publisher-name><![CDATA[Hampton Press Inc.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RYU]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[SANDOVAL]]></surname>
<given-names><![CDATA[W. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Improvements to Elementary Children's Epistemic Understanding from sustained Argumentation]]></article-title>
<source><![CDATA[Science Education]]></source>
<year></year>
<volume>86</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>488-526</page-range><publisher-name><![CDATA[Malden]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANDOVAL]]></surname>
<given-names><![CDATA[W. A.]]></given-names>
</name>
<name>
<surname><![CDATA[REISER]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry]]></article-title>
<source><![CDATA[Science Education]]></source>
<year></year>
<volume>88</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>345-72</page-range><publisher-name><![CDATA[Malden]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SASSERON]]></surname>
<given-names><![CDATA[L. H.]]></given-names>
</name>
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[A. M. P. de.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Uma análise de referenciais teóricos sobre a Estrutura do argumento para estudos de Argumentação no ensino de ciências]]></article-title>
<source><![CDATA[ENSAIO: Pesquisa em Educação em Ciências]]></source>
<year></year>
<volume>13</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>243-62</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHWARZ]]></surname>
<given-names><![CDATA[B. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Argumentation and Education</em>: Theoretical Foundations and Practices]]></source>
<year></year>
<page-range>91-126</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCRIBNER]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[COLE]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The psychology of literacy]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SIMÕES]]></surname>
<given-names><![CDATA[A. M]]></given-names>
</name>
<name>
<surname><![CDATA[EITERER]]></surname>
<given-names><![CDATA[C. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A didática na EJA: contribuições da epistemologia de Gastón Bachelard]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SOARES]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[GIOVANETTI]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[GOMES]]></surname>
<given-names><![CDATA[N. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Diálogos na Educação de Jovens e Adultos]]></source>
<year></year>
<page-range>169-84</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Autêntica Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUTO]]></surname>
<given-names><![CDATA[A. P. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Situa&#231;&#245;es argumentativas no ensino de Ci&#234;ncias da Natureza</em>: Um estudo de pr&#225;ticas de um professor em forma&#231;&#227;o inicial em uma sala de aula de Educa&#231;&#227;o de Jovens e Adultos]]></source>
<year></year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Educação, Universidade Federal de Minas Gerais]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SPRADLEY]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Participant observation]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Holt, Rinehart; Winston]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[STREET]]></surname>
<given-names><![CDATA[B. V.]]></given-names>
</name>
</person-group>
<source><![CDATA[Literacy in theory and practice]]></source>
<year></year>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TOULMIN]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Os usos do argumento]]></source>
<year></year>
<edition>2. ed.</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAN EEMEREN]]></surname>
<given-names><![CDATA[F. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Fundamentals of argumentation theory</em>: A handbook of historical backgrounds and contemporary developments]]></source>
<year></year>
<publisher-loc><![CDATA[Mahwah ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAN EEMEREN]]></surname>
<given-names><![CDATA[F. H.]]></given-names>
</name>
<name>
<surname><![CDATA[GROOTENDORST.]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[HENKEMANS]]></surname>
<given-names><![CDATA[A. F. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>Argumentation</em>: Analysis, Evaluation, Presentation]]></source>
<year></year>
<publisher-loc><![CDATA[New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEMBAL-SAUL]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Learning to teach elementary school science as argument]]></article-title>
<source><![CDATA[<em>Science Education</em>, Malden]]></source>
<year></year>
<volume>93</volume>
<page-range>687-719</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEMBAL-SAUL]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[MCNEIL]]></surname>
<given-names><![CDATA[K.L.]]></given-names>
</name>
<name>
<surname><![CDATA[HERSHBERGER]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[<em>What's your evidence? </em>Engaging K-5 students in constructing explanations in science]]></source>
<year></year>
<publisher-loc><![CDATA[Upper Saddle River ]]></publisher-loc>
<publisher-name><![CDATA[Pearson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEMBAL-SAUL]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[MUNFORD]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[CRAWFORD]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[FRIEDRICHSEN]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[LAND]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Scaffolding pre-service science teachers' evidence-based arguments during an investigation of natural selection]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year></year>
<volume>32</volume>
<page-range>437-63</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
