En el presente artículo se tiene como objetivos identificar los modelos mentales que representan una problemática sociocientífica específica para estudiantes colombianos en secundaria y analizar los esquemas argumentales que implementan para justificarlos. Utilizando un diseño mixto, cincuenta y dos participantes (52 personas, 31 mujeres y 21 hombres con edades entre los 15 y los 23 años de edad; en niveles escolares de secundaria y pregrado) analizaron la posibilidad de implementar un proyecto de explotación minera en una región bajo control administrativo de una comunidad indígena colombiana. Los análisis cualitativos dan cuenta de la presencia de 11 modelos para pensar la problemática sociocientífica propuesta y un rango limitado de esquemas argumentales (11); los análisis cuantitativos a través de ANOVAs dan cuenta de diferencias significativas para la media de argumentos por grado y modelo mental. Se discuten los resultados resaltando lo conveniente que resulta explorar el discurso argumental de estudiantes desde una perspectiva cognitiva y desarrollista con importantes implicaciones para el ámbito educativo. 

problemáticas sociocientíficas, argumentación socio-científica, razonamiento basado en modelos, esquemas argumentativos, creencias de estudiantesSocioscientific issues, socioscientific argumentation, model-based reasoning, argumentation schemes, student beliefs

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Vol. 17 Núm. 5 (2018)