The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram
The Relationships Between Modelling and Argumentation from the Perspective of the Model of Modelling Diagram
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DOI：
10.1080/09500693.2013.811615
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发表时间：
2013-09-01
影响因子：
2.3
通讯作者：
Justi, Rosaria
中科院分区：
文献类型：
--
作者：
Cardoso Mendonca, Paula Cristina;Justi, Rosaria
一些与科学知识的性质有关的研究表明，建模是一个内在的论证过程。本研究旨在通过分析离子键和分子间相互作用模型化教学过程中收集的数据，探讨模型化与论证的关系。教学活动是从构成“建模图模型”的主要建模阶段的换位来规划的，这样学生就可以体验每个阶段。所有的课程都是录像的，录像支持为每一组学生编写案例研究。从案例研究的分析，我们确定了争论的情况下，学生进行所有的建模阶段。我们的数据表明，争论的情况下，有关的意义，阐明和说服的目的，并密切相关的解释的生成在建模过程中。他们还表明，表征是重要的资源，为论证。我们的研究结果是一致的一些已经在文献中报道的建模和论证之间的关系，但也有分歧时，他们表明，论证不仅与模型评估阶段。
Some studies related to the nature of scientific knowledge demonstrate that modelling is an inherently argumentative process. This study aims at discussing the relationship between modelling and argumentation by analysing data collected during the modelling-based teaching of ionic bonding and intermolecular interactions. The teaching activities were planned from the transposition of the main modelling stages that constitute the Model of Modelling Diagram' so that students could experience each of such stages. All the lessons were video recorded and their transcriptions supported the elaboration of case studies for each group of students. From the analysis of the case studies, we identified argumentative situations when students performed all of the modelling stages. Our data show that the argumentative situations were related to sense making, articulating and persuasion purposes, and were closely related to the generation of explanations in the modelling processes. They also show that representations are important resources for argumentation. Our results are consistent with some of those already reported in the literature regarding the relationship between modelling and argumentation, but are also divergent when they show that argumentation is not only related to the model evaluation phase.