Persuasive techniques in initial teacher education for Science Teaching: propositions based on the Aristotelian conception of rhetoric
DOI:
https://doi.org/10.5212/PraxEduc.v.20.23481.012Abstract
The impact of the escalation of disinformation, scientific denialism, and ideological polarization on Science Teaching highlights the need to develop strategies that foster trust in science and critical reflection. This study examines the integration of the principles of the Aristotelian conception of rhetoric in initial teacher education, focusing on the development of persuasive techniques for circumstances that require “practical wisdom.” This qualitative, exploratory, and interpretative field research combined theoretical review, documentary analysis, and participant observation in Biological Sciences undergraduate students’ teaching in Elementary School. The results indicate the Supervised Internship in Biology as a favorable space for the construction of teaching knowledge grounded in ethical, epistemological, and dialectical commitments, integrating persuasive techniques into instruction. It is argued that the incorporation of Aristotelian rhetoric principles strengthens the professional ethos and enhances Science Teaching, especially in contexts permeated by the discredit of scientifically proven information and political polarization. This study contributes to the educational field by highlighting formative strategies that prepare teachers for the complexities of teaching, emphasizing the importance of promoting a culture of persuasion as opposed to coercion.
Keywords: Science Teaching. Disinformation. Methodical persuasion.
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