La argumentación en la clase de ciencias: una posibilidad para comprender el fenómeno de compatibilidad sanguínea

Abstract

The research is made into the didactic of sciences, due to the need to understand the relationship of teaching in the constructions and argumentative skills that arise from the confrontation of students to a situational problem framed in the phenomena of blood compatibility, as an approach strategy to one of the dimensions present in the scientific community, as it is: the role of argumentation in the negotiation and the contrast of the evidences against the models, representations and theories to validate a knowledge (Sanmartí, 1997; Sutton, 1997) from the science classroom, establishing the objective of promoting the argumentative skills in the students of cycle IV of middle school from the program “back to school” of the Liceo Nacional Agustín Nieto Caballero school. For this purpose, a didactic sequence was constructed based on the problem solving approach, which would encourage the construction of argumentative writings based on the choice of tests, models and/or theories needed to understand the phenomena of blood compatibility However, the development of the didactic sequence presented, on one hand, the knowledge building and, on the other, the adaptation of the argumentative pattern of Toulmin «TAP» as a strategy for the design of the argumentative texts, presented at the end of each session. At the same time, analysis categories were created that determined the argumentative levels through which the students were mobilized, taking as their axis the anatomy of the argument itself and the language used in it. In consequence, in the final texts, the predominance of bridge-words "transition language" was evidenced in the explanations corresponding to: the nature of blood nomenclature, the agglutination reaction from the binding of agglutinogens to agglutinins, the concept of donor and universal receiver, as in turn, was presented in the structural pattern "anatomy of the argument" the relinquishment of daily constructions by those established in the transitional and scientific school categories, due to the need to incorporate in their explanations, models and theories that allowed the student to understand more deeply the phenomenon of blood compatibility. As well, it was identified that one of the most recurrent problems presented by students, corresponds to the theoretical relations framed in justifications, as a result of the low level of selection and reduction of the appropriate information provided from different areas of knowledge, which instead of congregating, end up splitting as if they were different phenomena.