Lines of Argument of Biology Teachers on the Origin of the SARS-CoV-2 Coronavirus
Abstract
In this work, we investigate the incorporation of evidence in a line of argument. We start from the SARS-CoV-2 socio-scientific issue, based on a news story about the creation of the virus in a laboratory. The goal was to describe the evolution of the line of argument undergone by four teachers during a biology class at a professionalizing master’s degree in Education in Biology. We analyzed the written arguments derived from a questionnaire at two different times. We used a six-level epistemic model that considers incorporation of data and theories into the conclusion about the veracity of the news. The results show that teachers did not incorporate data at the epistemic level associated with the virus primary structure at any time. Nevertheless, we found changes at the epistemic level associated with the tertiary and quaternary structure of the virus.
Keywords
Use of evidence, Continuing education, Infodemic, Spike, MutationReferences
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