Modelagem e suas contribuições para o ensino de ciências: uma análise no estudo de equilíbrio químico

• Autor(a) principal: Poliana Flavia Maia Ferreira
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/FAEC-85UP2D
• topic: Alfabetização científica; Química Estudo e ensino; Educação; Ciencia Estudo e ensino

In recent years, by advocating that scientific literacy must include an understanding of the nature and processes by which scientific knowledge is developed, some researchers have emphasised the importance of modelling-based teaching and learning. In this way, the involvement of students (at all educational levels) in modelling activities emerges as an essential part of a more comprehensive approach to learning. From this perspective, an approach to the teaching of chemical equilibrium was elaborated based on the model of modelling framework. This research presents and discusses how students constructed a qualitative view of chemical equilibrium from building, testing, and discussing concrete models they produced in successive attempts to explain systems in equilibrium. It also discusses students learning about models and modelling whilst involved in this teaching, as well as how students viewed their learning process. The study was conducted as an action research into a first year class of medium school level students (14-15 years old). Data were gathered from written material produced by the students during the whole process, video recording of all classes, and audio recording of the discussions of each group of students. From the analysis of both written answers and participation of students in several discussions, a case study was elaborated for three groups of students. The following analysis of these case studies allowed us to discuss not only students learning, but also the contribution of each of the steps of the teaching process. The fact that the teaching approach was based on the modelling framework implies that its stages contributed to students learning by providing opportunities for: establishing relationships between previous knowledge and new empirical evidences, expressing new students ideas in a concrete way, discussing such ideas in order to evaluate their adequacy. The results of this study also support our recommendation for both the use of similar teaching approach in the teaching of other chemical concepts and the conduction of other research in this area in order to improve the knowledge about modelling-based science teaching.