The argumentative skills in the sequence of models in a geology activity

Abstract

This article presents an analysis about how argumentative skills take part in the modelling process. To do this, a literature review about previous studies that analyse the interactions between both scientific practices was done, which establishes a framework to support the research objective: to examine how students' models evolve in the process of elaboration and evaluation of them through the argumentative skills. The study was carried out with students from the nine grade of high school studying Biology and Geology (16-17 years old), who had to explain scientifically how the O Courel syncline (Lugo, Spain) was formed. The results show that the argumentative skills with greater implication for the evolution of the models are counter-argumentation and, above all, refutation. To achieve this it is necessary that the design of modelling activities includes aspects that favor the performance of the two scientific practices together, such as providing data to evaluate the models and favor the criticism of the conclusions with an attempt to persuade.