abstract
- Most of the remote education strategies and techniques developed during the COVID 19 pandemic lockdown showed that Video Technology can be used as a tool to maximize overall students' performance. Over the lockdown, professionals of the educational field were forced to come up with pedagogical strategies and have continued to apply them since. This paper investigates how student's explanations and argumentation of their own work engaging in scientific activities promotes scientific thinking. We compare the performance of two groups by means of a checklist based on Toulmin's argumentative model. This assessment tool can be used in face-to-face courses too.