This paper shows an exploratory investigation about the
implementation of a didactic strategy. This strategy is based on roll playing
different environmental situations and was applied in the subject of Natural
Science in high school. Two different groups took part in this research, one
that was taught this strategy and a control group.
The purpose of this research was to improve students’ argumentations on
the topic of environmental matters. In order to analyze the way they argue
in those situations, we compared students’ oral and written productions
before and after the implementation of this strategy.
The results show a significant improvement of students’ argumentative
texts in their completeness as well as in their coherence and persuasive
level.