A proposal of criteria markers for identification of argumentative situations in Science classrooms

Abstract

In this work we approach firstly to the research about
argumentation in the context of Science classrooms and then we
seek to problematize the criteria matter for identification of
argumentative situations in those contexts. Hereinafter and from a
review of theoretical studies of the field, we propose two
main criteria markers to identify argumentative situations:
contrast of ideas and reciprocal justifications. Following, we
discuss how those criteria markers contain certain particular
characteristics of the argumentative situations and then we try to
illustrate, in excerpts of two discursive classroom episodes, how
those markers show up themselves as operational to identify the
presence of argumentation.