The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram

Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and interm...

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Bibliographic Details
Published in:International journal of science education 2013-09, Vol.35 (14), p.2407-2434
Main Authors: Mendonça, Paula Cristina Cardoso, Justi, Rosária
Format: Article
Language:English
Subjects:
Argumentation
Brazil
Case Studies
Chemistry
Foreign Countries
Learning Activities
Model of Modelling Diagram
Modelling-based teaching
Persuasive Discourse
Relationship
Science activities
Science education
Science Instruction
Student participation
Students
Studies
Teaching methods
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Summary:Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and intermolecular interactions. The teaching activities were planned from the transposition of the main modelling stages that constitute the 'Model of Modelling Diagram' so that students could experience each of such stages. All the lessons were video recorded and their transcriptions supported the elaboration of case studies for each group of students. From the analysis of the case studies, we identified argumentative situations when students performed all of the modelling stages. Our data show that the argumentative situations were related to sense making, articulating and persuasion purposes, and were closely related to the generation of explanations in the modelling processes. They also show that representations are important resources for argumentation. Our results are consistent with some of those already reported in the literature regarding the relationship between modelling and argumentation, but are also divergent when they show that argumentation is not only related to the model evaluation phase.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2013.811615