La argumentación: de la retórica a la enseñanza de las ciencias

Abstract

Currently, professors of the natural sciences seek didactic strategies that permit students a significant learning experience. Some of these strategies aim to promote and strengthen scientific argumentation in classrooms. If indeed argumentation is inherent to the language sciences, from the didactic perspective its development in science classes requires, according to the authors, certain fundamental elements: instructor knowledge about the historical process of argumentation and its development and importance in the academic sphere; recognition of its value in thought processes and its relationship to the construction of academic scientific knowledge and the design of activities to improve it. Considering all this, the paper aims to present the reflections developed by the authors on the topic from four perspectives.