Abstract
It briefly discusses scientific literacy and argumentation in physics teaching. In addition, it adresses a proposal for an investigative teaching sequence (SEI) taken and synthesized from the monograph of one of the authors. Regarding scientific literacy, we sought to start from its origin and the discussion on the need to build a scientifically literate society. Whith regard to argumentation, an attempt is made to seek relationships with scientific literacy, its use in the classroom and its structure. In addition, the article has an application proposal that seeks to promote and develop students’ scientific literacy.
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