Resumen

RUIZ-ORTEGA, Francisco Javier; PINEDA-MARTINEZ, Luisa Fernanda  y  RODRIGUEZ-CARDENAS, Érica. Inquiry and Change in the Argumentation and Explanatory Models on Butterfly Metamorphosis in Primary School Students. Rev. Fac. Cienc. Tecnol. [online]. 2025, n.57, a18948.  Epub 01-Ene-2025. ISSN 0121-3814.  https://doi.org/10.17227/ted.num57-18948.

One of the major challenges in science education is how to develop scientific argumentation skills. This research considers argumentation as an epistemic activity and a dialogical, dialectical, situated process with multimodal characteristics. The study aimed to identify the impact of inquiry on argumentative skills and changes in explanatory models regarding the concept of butterfly metamorphosis. This qualitative study, with a descriptive-interpretative approach, was conducted with first-grade elementary students. The analysis focused on the graphical representations and discussions the students engaged in before and after the implementation of didactic intervention based on inquiry. These debate processes facilitated not only the understanding of the metamorphosis phenomenon but also the structuring of claims supported by evidence that justified their perspectives on the topics discussed. These results support the notion that inquiry promotes the development of argumentative skills and facilitates changes in students' explanatory models as they interact with peers and knowledge.

Palabras clave : group discussions; models; teaching; learning; inquiry.

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