Argumentation and use of evidence: making inferences about a sequence of footprints

Authors

  • Paloma Blanco Anaya Universidade de Santiago de Compostela
  • Joaquín Díaz de Bustamante Universidade de Santiago de Compostela

Abstract

This article analyzes the reasoning process of students through argumentation, using the Toulmin’s argument pattern (1958). The task includes a set of footprints, whose purpose is to clarify what happened. The objectives that guide this work are: to promote the scientific reasoning and to analyse the students’ argumentative discourse. The results show that this task allowed to the students, on the one hand, to establish numerous inferences in spite of the lack of information about the sequence of footprints and, on the other hand, to achieve high level of complexity in their arguments because of they were able to formulate not only counterarguments but also rebuttals (Kuhn, 1991).

Keywords

scientific competence, knowledge’s construction, argumentation, inference, footprints

Author Biographies

Paloma Blanco Anaya, Universidade de Santiago de Compostela

Contratada a cargo de proyecto en el Departamento de Didáctica de las Ciencias Experimentales y de la Matemática

Joaquín Díaz de Bustamante, Universidade de Santiago de Compostela

Profesor titular de la Universidad en el Departamento de Didáctica de las Ciencias Experimentales y de la Matemática

DOI

https://doi.org/10.5565/rev/ensciencias.1009

Published

2014-06-03

How to Cite

Blanco Anaya, P., & Díaz de Bustamante, J. (2014). Argumentation and use of evidence: making inferences about a sequence of footprints. Enseñanza De Las Ciencias. Revista De investigación Y Experiencias didácticas, 32(2), 35–52. https://doi.org/10.5565/rev/ensciencias.1009

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