Representation of arguments in discursive episodes of future physics teachers

Abstract

This work presents the argumentative sequence as a representation of arguments that reflects the way in which new arguments are incorporated into the structure of the discursive interventions of future physics teachers. The so-called linguistic skills and argumentative resources configure these sequences in what constitutes an interpretive proposal about how the students who are trained to be physics teachers argue in the Physics Didactics class. The representation of arguments is exemplified from the results obtained in the research project that has been carried out since 2016 within the framework of the doctoral program of the National University of La Plata. We describe the research process and expose the theoretical framework that allowed us to locate language skills based on their complexity and to construct the representation of arguments. How valuable this representation is for our interpretive proposal and the importance it constitutes for the initial training of the Natural Sciences teacher is discussed at the end of the work.