SCIENTIFIC ARGUMENTATION ASSOCIATED WITH INVESTIGATIVE EXPERIMENTATION IN A COLLABORATIVE WAY IN CHEMISTRY TEACHING

Abstract

A scientific argument is relevant and important on scientific bases, both theoretical and experimental. No chemical technology is often used for experimentation as a chemical strategy. Interested in experimenting in a scientific practice laboratory, this study will explore collaborative learning as a journey to achieve this rapprochement. The object of this work involves collaborative interactions between students from a second-year student body in the midst of experiments carried out in the science laboratory of a school that loses itself in writing and that measures and argues scientifically and in what way. I am, therefore, a follow-up, accompanied by two university students in the field of science and science, or the development of experiments organized based on an argument-oriented research model. Once the work at school is completed, the audios include recordings of the discussions and will be transcribed. As the groups' audios must be transcribed, they were included by the Taxonomy of Collaborative Learning Skills. Despite the variations between the groups and the greater communication potential in one of them, it is possible to identify in both the role of Collaborative practice involving arguments and questions in Science Teaching during the experiment carried out between groups.