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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Autor principal: Chion, Andrea Revel
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2014
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22423
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Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-22423
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spelling I10-R313-article-224232021-11-12T18:42:08Z School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease La argumentación científica escolar y su contribución para el aprendizaje de un modelo complejo de salud y enfermedad Chion, Andrea Revel 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. Este trabajo aborda la relación existente entre el aprendizaje de la argumentacióncientífica escolar y la adquisición de un modelo complejo en torno a la salud y laenfermedad, más específicamente para la explicación de la emergencia o reemergencia delas enfermedades. Se asume que la argumentación científica escolar es un procedimientocognitivo lingüístico que da lugar a la producción de un texto que explica, en el que puedenreconocerse cuatro componentes: pragmática, retórica, teórica y lógica. Se realizó unanálisis histórico-epistemológico del concepto de salud y se tomó posición por un modelocomplejo que hemos denominado multicausal y multirreferencial. Se diseñó una unidaddidáctica para la enseñanza de ambos contenidos con énfasis en procesos metacognitivosy autorregulatorios puestos en marcha a través de bases de orientación, e instanciasde autoevaluación, coevaluación y heteroevaluación. El estudio realizado se alinea en unmodelo de explicación ilocutivo. Asociación de Docentes de Ciencias Biológicas de la Argentina 2014-06-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22423 10.59524/2344-9225.v17.n1.22423 Journal of Biology Education; Vol. 17 No. 1 (2014): Revista de Educación en Biología; (pp. 145-148) Revista de Educación en Biología; Vol. 17 Núm. 1 (2014): Revista de Educación en Biología; (pp. 145-148) 2344-9225 0329-5192 10.59524/2344.9225.v17.n1 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22423/22041 Derechos de autor 2014 Andrea Revel Chion https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Chion, Andrea Revel
spellingShingle Chion, Andrea Revel
School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
author_facet Chion, Andrea Revel
author_sort Chion, Andrea Revel
title School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
title_short School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
title_full School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
title_fullStr School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
title_full_unstemmed School Scientific Argumentation at and its Contribution to the Learning of a Complex Model of Health and Disease
title_sort school scientific argumentation at and its contribution to the learning of a complex model of health and disease
description 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.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2014
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22423
work_keys_str_mv AT chionandrearevel schoolscientificargumentationatanditscontributiontothelearningofacomplexmodelofhealthanddisease
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first_indexed 2024-09-03T20:30:35Z
last_indexed 2024-09-03T20:30:35Z
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