ARGUMENTATION IN SCIENCE EDUCATION: THE TEACHER'S ROLE IN KNOWLEDGE CONSTRUCTION

Abstract

Argumentation has emerged as a significant pedagogical strategy in science education, as it fosters dialogue, inquiry, and the construction of scientific knowledge. In this context, this study aimed to analyze the influence of argumentation training on teaching practice and to examine how such training can contribute to developing more interactive lessons focused on the scientific literacy of students in the final years of elementary education. This qualitative study was conducted by observing science lessons at two distinct stages: before and after the teacher's training. The training focused on developing pragmatic, argumentative, and epistemic discursive actions, which are considered essential for fostering argumentation in the classroom. The results demonstrated that the training contributed to an increase in discursive practices that encourage student participation, the problematization of content, and the collective construction of knowledge. Furthermore, a greater emphasis on epistemic purposes was observed during lessons, making the teaching process more reflective and meaningful. It is concluded that argumentation training represents a promising strategy for science education, as it strengthens teaching practice and fosters scientific literacy by stimulating curiosity, critical thinking, and active student participation.