Resumo

MOLINA, María Elena  e  PADILLA, Constanza. Academic Writing and Arguing in Biology: What Do Teachers Ask for in their Assignments?. Leng. [online]. 2018, vol.46, n.2, pp.362-385. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v46i2.6587.

This article presents the characterization of the findings concerning the role of writing and arguing assignments in an introductory Biology course at one main Argentinean public university and is based on current research on the role of writing and arguing in science education. Following a naturalistic didactic research framework, configured as a multiple case study, the findings show that argumentative writing assignments were one of the teaching conditions that allowed for writing functioning as a learning tool. Such writing assignments mainly asked students to link and justify current knowledge to exercise the ability to link data and conclusions, pondering theoretical statements when working with empirical data.

Palavras-chave : didactic conditions; teacher’s interventions; teaching practices.

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