STUDENTS' ARGUMENTATION IN THE PHYSICS CLASSROOM AND IT'S RELATIONSHIP WITH THE TEACHER SPEECH

This work is directed to the discursive interactions, which propitiate the students', argumentation in the Physics classes - understanding the arguments components identification and the discursive patterns determined by teachers' interventions. Two scenes in a teaching episode extracted from a High School classes sequence related to the microwave oven working are analysed. On the two scenes, there were arguments refutations and the mains discussed ideas had a synthesis formulated. This result was attributed to the students' basic knowledge and the discursive patterns used by the teacher.