| dc.creator |
Carlos Eduardo Porto Villani |
|
| dc.creator |
Silvania Sousa do Nascimento |
|
| dc.date |
2003-08-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:33:32Z |
|
| dc.date.available |
2015-08-12T11:33:32Z |
|
| dc.identifier |
1518-8795 |
|
| dc.identifier |
https://doaj.org/article/8086c33bf4bf4bac8a4063208694c5c2 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/31262 |
|
| dc.description |
This paper discuss the high school students´ argumentation. We aim to identify the goal of empirical data for students´ learning when they’re working in small groups in the didactical laboratory. We studied a laboratory in which the students construct arguments to answer questions about the experimental activity. The analysis show that design of the didactical situation and the empirical data are important to make sense in laboratory activity. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Federal do Rio Grande do Sul |
|
| dc.relation |
http://www.if.ufrgs.br/ienci/artigos/Artigo_ID104/v8_n3_a2003.pdf |
|
| dc.relation |
https://doaj.org/toc/1518-8795 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Investigações em Ensino de Ciências, Vol 8, Iss 3, Pp 187-209 (2003) |
|
| dc.subject |
empiric data |
|
| dc.subject |
argumentation |
|
| dc.subject |
didactical laboratory |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Science (General) |
|
| dc.subject |
DOAJ:Science General |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Science (General) |
|
| dc.subject |
Q1-390 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.title |
Argumentation and science teaching: an experimental activity in the physics didactical laboratory at high school level |
|
| dc.type |
article |
|