HOW CAN THE USE OF IMAGE BE A METHODOLOGICAL TOOL FOR THE DEVELOPMENT OF SCIENTIFIC ARGUMENTATION IN THE TEACHING OF BIOCHEMISTRY IN GRADUATION?

Research in education and teaching has been concerned with developing methodologies or strategies, where students can better understand the content treated in the classroom. In this sense, this study aims to verify if the use of the image presents efficiency as an effective methodological tool or aid in the development of scientific argumentation in the Teaching of Biochemistry. Thus, a comparative analysis was carried out between different teaching strategies, in which the use of images was observed, and studies without the presence of images. Twenty-three publications collected from the database of the journal of Teaching of Biochemistry were analyzed between 2009 and 2019, and there were 18 words synonymous with argumentation or that indicated such presence. Among the 91.3% publications using images, the following was found: understanding (36.75%), discussion (29.48%), and reflection (3.84%). Thus, it was found that the image can act as a methodological tool that promotes scientific argumentation in the Teaching of Biochemistry.