Resumo

PABON, Teo; MUNOZ, Liz  e  VALLVERDU, Jordi. Scientific controversy, a conceptual and methodological fundament in the initial teacher education: a proposal of teaching for the appropriation of argumentative skills. Educ. quím [online]. 2015, vol.26, n.3, pp.224-232. ISSN 0187-893X.  https://doi.org/10.1016/j.eq.2015.05.007.

A conceptual and methodological proposal arises here based on scientific controversy, as an option for student teachers to develop ownership and argumentative skills. This assumes appropriation of school science knowledge as constructor evidence to develop scientific controversies in the classroom enhancing argumentation, conviction and commitment, which are key to improving teaching and educational quality in school.

Palavras-chave : Scientific controversy; Epistemic values; Argumentation; Analysis model of scientific dynamics.

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