<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3479</journal-id>
<journal-title><![CDATA[Lenguaje]]></journal-title>
<abbrev-journal-title><![CDATA[Leng.]]></abbrev-journal-title>
<issn>0120-3479</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Valle, Escuela de Ciencias del Lenguaje]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-34792018000200362</article-id>
<article-id pub-id-type="doi">10.25100/lenguaje.v46i2.6587</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Escribir y argumentar académicamente en biología: ¿qué proponen hacer las consignas de los docentes?]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic Writing and Arguing in Biology: What Do Teachers Ask for in their Assignments?]]></article-title>
<article-title xml:lang="fr"><![CDATA[Écrire et argumenter en biologie : les professeurs, que proposent-ils?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla]]></surname>
<given-names><![CDATA[Constanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Sur  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNT  ]]></institution>
<addr-line><![CDATA[San Miguel de Tucumán ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>46</volume>
<numero>2</numero>
<fpage>362</fpage>
<lpage>385</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-34792018000200362&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-34792018000200362&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-34792018000200362&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de la caracterización del rol de las consignas que enmarcan el escribir y el argumentar en un curso introductorio a la Biología, dictado en una de las principales universidades públicas argentinas. Tiene como antecedentes distintas investigaciones que establecen el rol de la escritura y la argumentación en la educación científica. En el marco de una investigación didáctica naturalista configurada como un estudio de casos múltiples, se halló que las consignas de escritura argumentativa constituyeron una de las condiciones didácticas que permitieron que la escritura funcionase como una herramienta de aprendizaje. Estas consignas solicitaron a los alumnos relacionar y justificar los temas en estudio, contar con la capacidad de vincular datos y conclusiones, de ponderar enunciados teóricos a partir del trabajo con datos empíricos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article présente la caractérisation des consignes qui encadrant les processus d&#8217;écriture et d´argumentation dans un cours d&#8217;introduction à la biologie, ayant lieu dans une des principales universités publiques argentines. Ce projet tient compte d´autres études similaires portant sur le rôle de l&#8217;écriture et l&#8217;argumentation dans l&#8217;éducation scientifique. Dans le cadre d&#8217;une recherche en didactique naturaliste configurée comme une étude de cas multiple, l´on a trouvé que les tâches d'écriture argumentative constituent une des conditions didactiques qui ont permis que l&#8217;écriture soit consolidée comme un outil d´apprentissage. Ces tâches demandent aux étudiants de justifier et de mettre en rélation les thèmes étudiés, de compter sur la capacité de relier des donnés et des conclusions et de s&#8217;interroger sur des énoncés théoriques à partir du travail avec des données empiriques.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[condiciones didácticas]]></kwd>
<kwd lng="es"><![CDATA[intervenciones docentes]]></kwd>
<kwd lng="es"><![CDATA[prácticas de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[didactic conditions]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s interventions]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="fr"><![CDATA[conditions didactiques]]></kwd>
<kwd lng="fr"><![CDATA[interventions éducatives]]></kwd>
<kwd lng="fr"><![CDATA[pratiques pedagogiques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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