Las controversias científicas históricas: un contexto de análisis para la enseñanza de la física y la argumentación desde el enfoque pragmadialéctico

Abstract

The central purpose of this doctoral research work was to rescue the definition, use and scope of historical scientific controversies (CCH) as a didactic resource for the development of argumentative competence, within the framework of physics teaching. for high school students. The objective of the research was to analyze how the phenomenon of school scientific argumentation occurs by incorporating a physics teaching perspective through the analysis of historical scientific controversies using an argumentation route designed at three levels of dialogicity based on the principles of dialogicity of Bakhtin (1993) and van Eemeren's pragma-dialectical approach (2012). Under the methodological guidelines of the grounded theory and the multiple case study, two research cycles were carried out. A first cycle focused on the development of a didactic unit composed of 18 activities, which were analyzed in seven case studies under a research approach framed in an interpretive and analytical constructivist paradigm. Based on this analysis, a second didactic unit composed of 8 activities was proposed with which a second cycle of research was carried out that would allow the provisional theory proposed in the first cycle to be refined. The results showed relevant aspects linked to a central category associated with the phenomenon of pragmadialectical school scientific argumentation through six subsidiary categories that defined and characterized it.