The use of argumentation in science education can promote students' critical thinking, reflection, and evaluation of evidence. The purpose of this project is to map out academic production in the form of theses and dissertations on the topic of argumentation in chemistry education, submitted to Graduate Programs in Chemistry, Education, and Teaching in Brazil (CAPES areas 4, 38, and 46), between 2010 and 2016. To this end, doctoral theses and masters dissertations will be analyzed in their entirety based on the following descriptors: year of the public defense, academic level or title, geographic region, institution and graduate program of origin, supervisor, education, and theme. We intend to discuss the national research literature on scientific argumentation, with the aim to provide educational researchers a deeper understanding of key questions in scientific argumentation and to contribute to the spread of data already produced on the theme, pointing out its characteristics and this field of study demands.
News published in Agência FAPESP Newsletter about the scholarship: