School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
This paper approaches the existing relationship between the learning of “school scientific argumentation” and the acquisition of a complex model of health and disease,more specifically to explain the emergence and re-emergence of diseases. It is assumedthat school scientific argumentation is a lingu...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Docentes de Ciencias Biológicas de la Argentina
2014
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22423 |
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| Sumario: | This paper approaches the existing relationship between the learning of “school scientific argumentation” and the acquisition of a complex model of health and disease,more specifically to explain the emergence and re-emergence of diseases. It is assumedthat school scientific argumentation is a linguistic-cognitive procedure which leads to theproduction of a text that explains a topic in which four key domains can be recognized:pragmatics, rhetoric, theory and logics. A historic-epistemological analysis of health as aconcept was performed and the stance adopted was in favor of a complex model defined asmulti-causal and multi-referential. A didactic unit was designed to teach both concepts withemphasis on the metacognitive and self-regulatory processes set into motion through thebasis of orientation and instances of self-evaluation, co-evaluation and hetero-evaluation.The study is aligned in a model of illocutionary explanation. |
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