Resumen

ESPEJO-YUPANQUI, Juan Julio; MENDEZ-VERGARAY, Juan  y  FLORES, Edward. Scientific argumentation in secondary school students: Systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.35, pp.2432-2446.  Epub 21-Oct-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i35.879.

Scientific argumentation involves the elaboration and justification of propositions based on evidence with scientific foundation. The objective was to describe effective educational strategies for the development of scientific argumentation and its components, in high school students through systematic review analysis. With inclusion criteria: articles with different type of study; from June 2020 to March 2022; in Scopus, Ebsco and ProQuest databases; with search equations: (“Scientific argumentation AND high school students”), (“Scientific reasoning AND high school students”), (“Scientific argumentation AND high school students”), (“Scientific reasoning AND high school students”). Exclusion criteria: duplicate articles; selecting 30 articles for the analysis. In conclusion, the development of scientific argumentation in high school students is achieved by combining the four components rhetoric, pragmatics, theory and logic, using effective strategies that allow favoring scientific argumentation in students.

Palabras clave : Scientific Argumentation; Secondary Education; Students; Scientific Reasoning.

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