School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
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Jun 16, 2014
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Abstract
This paper approaches the existing relationship between the learning of “school scientific argumentation” and the acquisition of a complex model of health and disease,
more specifically to explain the emergence and re-emergence of diseases. It is assumed
that school scientific argumentation is a linguistic-cognitive procedure which leads to the
production of a text that explains a topic in which four key domains can be recognized:
pragmatics, rhetoric, theory and logics. A historic-epistemological analysis of health as a
concept was performed and the stance adopted was in favor of a complex model defined as
multi-causal and multi-referential. A didactic unit was designed to teach both concepts with
emphasis on the metacognitive and self-regulatory processes set into motion through the
basis of orientation and instances of self-evaluation, co-evaluation and hetero-evaluation.
The study is aligned in a model of illocutionary explanation.
more specifically to explain the emergence and re-emergence of diseases. It is assumed
that school scientific argumentation is a linguistic-cognitive procedure which leads to the
production of a text that explains a topic in which four key domains can be recognized:
pragmatics, rhetoric, theory and logics. A historic-epistemological analysis of health as a
concept was performed and the stance adopted was in favor of a complex model defined as
multi-causal and multi-referential. A didactic unit was designed to teach both concepts with
emphasis on the metacognitive and self-regulatory processes set into motion through the
basis of orientation and instances of self-evaluation, co-evaluation and hetero-evaluation.
The study is aligned in a model of illocutionary explanation.
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How to Cite
Chion, A. R. (2014). School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease. Journal of Biology Education, 17(1), (pp. 145–148). https://doi.org/10.59524/2344-9225.v17.n1.22423
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