Resumen

VILLEGAS MONSALVE, Andrea; OCAMPO SERNA, Diana Marcela  y  RUIZ ORTEGA, Francisco Javier. The argumentation and chemical change in the multigrade classroom. Educ. quím [online]. 2022, vol.33, n.4, pp.37-48.  Epub 13-Dic-2022. ISSN 0187-893X.  https://doi.org/10.22201/fq.18708404e.2022.4.0.78089.

The objective of this work is to characterize the contributions of the argumentation in the learning of the concept of chemical change in the multigrade classroom. The proposal consists of identifying the explanatory models of the concept of chemical change and levels of argumentation using fermentation as a pretext, from a daily practice related to the manufacture of chicha. The methodology was qualitative with a comprehensive descriptive approach; the information was collected through the initial and final questionnaire and the didactic unit. They were taken as conceptual models on chemical change already validated and the argument is located in the Toulminian perspective. The results obtained show a change in the explanatory model and in the level of argumentation, presenting more structured arguments and with more defined structural elements and with a clear relationship between them.

Palabras llave : Argumentation; representations; chemical change; multigrade and fermentation.

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