Abstract

TRUJILLO, Katty Alexandra  and  PATINO, Yoany Andrés. Argumentative Levels and Explanatory Models of the Concept of Nutrition in Plants. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.51, pp.115-134.  Epub Oct 16, 2022. ISSN 0121-3814.

In this research, the argumentative levels and explanatory models of the concept of nutrition in plants were identified and characterized with sixth grade students from a public educational institution in the municipality of Palermo, Huila (Colombia). For this purpose, a didactic unit based on the learning cycle of Jorba and Sanmartí was built and developed with four learning phases: exploration, introduction of new knowledge, synthesis, and application. The work unit was made up of nine students ranging from 10 to 12 years old. In turn, the qualitative methodology of descriptive scope was approached from two categories: the first, on the argumentative levels to assess the quality of the argument proposed by Tamayo, Zona y Loaiza, and in the second stay, the explanatory models of the concept were approached of nutrition in plants, proposed by Velásquez. Based on the above, a written questionnaire was applied before and after the didactic intervention for data collection and triangulation. Thus, it was identified that students tended to structure the arguments in a better way, with greater coherence and flow of their ideas and with a tendency to a more abstract and complete model, such as the molecular pre-scientific model. It is therefore proposed to address scientific argumentation in science class, as an action that favors critical thinking and scientific school knowledge.

Keywords : argumentative levels; explanatory models; scientific school knowledge.

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