The argumentation in the speech of a teacher and his students about a Newtonian mechanics topic

Abstract

The aim of this article is to evaluate some contributions to the teaching and learning processes during a Physics Teaching Methods course through a theoretical framework of argumentation (BILLIG, 1996) on evaluation basis (TOULMIN, 1957). To achieve this aim, it has been chosen and analyzed, through that framework, a teaching episode where there is a contraposition of ideas on a view whose definition has been little considered by the specialized literature: the mechanical rest. We inquire how the tutoring teachers pedagogical action was reflected on the production of arguments by prospective teachers. Finally, we compare those results with those of elementary education.