Teaching objectives in dissertations and theses on school scientific argumentation and critical thinking

Authors

DOI:

https://doi.org/10.36661/2595-4520.2024v7n4.14662

Keywords:

Teaching Objectives, School Scientific Argumentation, Critical Thinking

Abstract

In the field of Science Education, the development of scientific argumentation and critical thinking in schools is essential for the development of analytical, interpretative, and decision-making skills. We question whether the teaching objectives in dissertations and theses that rely on argumentation and critical thinking address social and civic practice. We aim to analyze the teaching objectives outlined in dissertations and theses from 2013 to 2023, which included the implementation of activities in chemistry classes. The analysis of the teaching objectives expressed in the 16 selected works largely corroborates theoretical discussions that advocate the importance of science education that goes beyond scientific content, integrating socioscientific themes for critical and civic formation.

Downloads

Download data is not yet available.

Author Biographies

  • Nailma de Araújo Silva, Federal University of Rio Grande do Norte

    Master's student in Science and Mathematics Education in the Graduate Program in Science and Mathematics Education (PPGECM) at the Federal University of Rio Grande do Norte (UFRN). CAPES Scholar (2022-2024). Bachelor's degree in Chemistry from the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN) (2021). CAPES Pedagogical Residency Program Scholar (2020-2021). She is a member of the Study and Research Group on Argumentation in Science Education - ArgEC (UFRN). Her interests lie in the field of Chemistry/Science Education, specifically in the areas of Scientific Argumentation in Schools, Critical Thinking, and Teaching Strategies.

  • Marcia Gorette Lima da Silva, Federal University of Rio Grande do Norte

    Graduated with a Bachelor's degree in Chemistry (1999) from UFRN, holds a Master's degree in Chemical Engineering (1995) from UFRN, a specialization in STS from the University of Oviedo (2001), a Ph.D. in Education (2003) from UFRN, and completed postdoctoral research (2014 and 2022) in Science Education at the Autonomous University of Barcelona (Spain) as a Capes Ciência sem Fronteiras and PRINT scholar. She is affiliated with the Institute of Chemistry at UFRN as a full professor and coordinator of the PPGECM (2023-2025). She has experience in the field of Chemistry Education, primarily working with argumentation in science education, critical thinking, and teacher training.

  • Midiã Medeiros Monteiro, Federal Rural University of the Semi-Arid Region

    Bachelor's degree in Physics from the Federal University of Rio Grande do Norte (UFRN). Holds a Master's and Ph.D. in Science and Mathematics Education from UFRN, with a sandwich doctorate from the Autonomous University of Barcelona (UAB) (CAPES-PRINT Scholar). She is interested in Science Education, with an emphasis on Science Didactics and the use of History, Philosophy, and Sociology of Science in education, Scientific Argumentation in Schools, and Science Communication and Popularization. She is also focused on the theoretical-philosophical foundations of education from Castoriadis's perspective. Currently, she is an Assistant Professor at the Federal Rural University of the Semi-Arid Region (Ufersa). She is a member of the research group "Argumentation and Education" (ArgEC/UFRN) and the extension group "Science in the Park" (Ufersa). She is a mentor in the Pedagogical Residency Program (2022-2024) and coordinator of the Degree in Rural Education program (2022-2024). She is a permanent member of the National Network Professional Master's Program (ProfMat/Ufersa) and a collaborator in the Graduate Program in Science and Mathematics Education (PPgECM/UFRN).

Downloads

Published

19-12-2024

Issue

Vol. 7 No. 4 (2024): Revista Insignare Scientia (RIS)

Section

Artigos

How to Cite

Teaching objectives in dissertations and theses on school scientific argumentation and critical thinking. Revista Insignare Scientia - RIS, [S. l.], v. 7, n. 4, p. 181–202, 2024. DOI: 10.36661/2595-4520.2024v7n4.14662. Disponível em: https://periodicos.uffs.edu.br/index.php/RIS/article/view/14662. Acesso em: 1 mar. 2025.