Razonamiento y argumentación en ciencias. Diferentes puntos de vista en el currículo oficial

Abstract

The constructivist approaches to learning in science teaching show towards the importance of students learning how to reason an argument. The new science curriculum should contemplate the field of cognitive and thinking skills. To evaluate if the official curriculum in Argentina promotes reasoning and argumenting strategies at different educational levels and in teacher education, a reference scheme and a procedure for categorizing methodological content has been designed.