Abstract

RODRIGUEZ-OVIEDO, Edwin  and  PATINO-FRANCO, Yoany Andrés. The Argumentative Levels and their Relationship with the Explanatory Models of the Concept of Electrical Circuits. Rev. Fac. Cienc. Tecnol. [online]. 2021, n.50, pp.149-163.  Epub May 11, 2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num50-11874.

The central purpose of this article was to promote argumentative processes based on the explanatory models that exist on the concept of electrical circuits, identifying the relationships that can be established between argumentative processes, understood from the levels of argumentation, and the explanatory models of this concept in 11th grade students.The research is descriptive-comprehensive, carried out in three moments: at moment 1 of Location or diagnosis, the initial explanatory models of the students who were part of this study were identified and their level of argumentation was determined; at moment 2, dislocation or intervention, a didactic unit designed to intervene the argumentative levels and explanatory models of the students' concept of electrical circuits is applied; finally at moment 3 of refocusing or closure, the analysis of the changes in the models explanatory and argumentative levels used to explain the concept of electrical circuits after the application of the didactic unit. It is concluded that promoting argumentative practices in the science classroom entails recognizing that argumentation, in addition to being a social activity, can qualify the processes of learning concepts.

Keywords : argumentation; argumentative model; electric circuits; explanatory models.

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