摘要：This paper analyses students' argumentation quality on the Newtonian synthesis and its relation with the instructional material used with students from the physics course at the UFBA titled Física Básica I, which is given through a contextual approach. The research was carried with a qualitative method, with participative observation and audio and video recording. As a theoretical tool we adopt Toulmin's argumentation structure. Results suggest that discussions intra and inter groups contributed to the building of a qualified collective argumentation, although with some restrictions, on the subject under debate. They also suggested that the contextual approach present in the text used in the course – a presentation of Newton's thought experiment on the moon's fall – was instrumental in enhancing the quality of students' speeches.
