Análisis de la agencia epistémica de los estudiantes en un contexto argumentativo.

In this paper, we analyze the development of autonomy and responsibility of students when observing their performance as epistemic agents in an argumentative context of critical evaluation of analogies. This research is based on the assumption of a qualitative approach and assumes the character of design-based research. In order to achieve our objective, a didactic sequence was elaborated and its development was carried out in chemistry classes composed of 35 students aged between 15 and 16 years old. All data were recorded in both video and audio. The analysis indicates that four aspects were fundamental to the actions of students as epistemic agents, these being: (i) the interaction of the teacher seeking to support the participation of students in the discourse and legitimization of their ideas, (ii) allowed tempered equality among class members (iii) the context of problem-solving, which favored the autonomy of students in seeking coherent and knowledge-based solutions and (iv) working with authorial analogies as epistemic tools. In this manner, we advocate the teaching of Chemistry should be driven to give opportunity to the equality of intellectual authority, in particular considering the involvement of students as epistemic agents using epistemic tools, such as analogies. Aiming this, students need to be encouraged to critically evaluate these tools, based on argumentative problem-solving contexts in which their proposals are fundamentally considered by the teacher. [ABSTRACT FROM AUTHOR]