Andrea Revel Chion

Educación para la Salud Sexual en la formación de profesores en Argentina

In this work, we made assessments about the status of teacher training in sex education in Argentina and we propose some research problems. At the same time, we present some preliminary data from high school students in two distinct age groups: teenagers 14 to 16 years of age and adults who resumed their studies after several years out of formal education. Our objective was to explore some conceptions of students, so they could serve to guide for the planning classes on Sexual Health.

La argumentación científica escolar: contribución a la comprensión de un modelo complejo de salud y enfermedad

This paper explores the existing relationship between the learning of school scientific argumentation and the acquisition of a complex model of health and diseases, more specifically to explain the emerging and re- emerging of diseasess. It is assumed that school scientific argumentation is a linguistic-cognitive procedure that gives rise to the production of a text that explains a topic in which four key domains can be recognised: pragmatics, rethoric, theory and logics. A historic-epistemological analysis of the concept of health was carried out and position was taken in favour of a complex model that we have defined as multicausal and multireferential. For both contents a didactic model unit has been designed, laying emphasis on the metacognitive and self-regulatory processes set into motion through the basis of orientation and instances of self-evaluation, co- evaluation and hetero-evaluation. The study is brought into line with a model of illocutionary explanation.

Language, Discourse, Argumentation, and Science Education

In didactics of science (i.e., science education understood as a scholarly discipline) as well as in other academic fields – such as the philosophy of science, cognitive science, or classroom ethnography – there is nowadays extended consensus around the recognition that scientific knowledge is “dependent inextricably on language and language is also central to our ability to think [scientifically]” (Evagorou & Osborne, 2010, p. 136).