A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6671 |
Resumo: | Knowing and understanding the Chemistry concepts is directly related to the capability of moving between the three levels of representation which concern Chemistry. Each one of these levels involve the developing of different abilities, as the capability of abstraction. There are several Chemistry concepts which depend on this articulation between the macroscopic, microscopic and symbolic levels, for example, the study of the matter structure. Though, it is noticed that a large part of the students show difficulties in comprehending the transition between the levels of representation and therefore identifying the relation between the chemical concepts and their everyday lives, this is why it is important to know the concepts of the students. With the purpose of helping the students in the construction, visualization and application of the knowledge which involve the study of the atom, especially the Bohr atomic model, with facts of their daily lives, in this study we elaborated and developed different experimental and modeling activities. Moreover, we evaluated the didactic objective of the visual resources present in the five textbooks approved by the PNLD-2012, in relation to the atomic structure. This analysis was done duo to the importance of this material in class and its use as research source in some activities developed in this research, as the images present in the textbooks may help the students in the relation between the theory and the practice during the process of imagining some chemical phenomenon. In a general way, we observed that there is diversity in the way the visual resources are used in the textbooks concerning the Bohr atomic model. This study was taken with thirty seven subjects in a class of freshman students in the city of Júlio de Castilhos, RS. The data taken in seven interventions was analyzed and categorized according to the methodology of the discursive text analyses. After the analyses of the data, the results showed that the different developed interventions, either through experimental or modeling activities, collaborated to the students to correlate the chemical concepts acquired in the classroom with several phenomena of their routine. Furthermore, it helped them to formulate their own relation between the macroscopic and the microscopic by their own observation, discussion, and idea interpretation using the Chemistry codes and symbols. Thus it can be said that, after the interventions, students were able to move between the three levels of representation of matter. These implications show that the teaching of Chemistry needs to provide students with differentiated classes in the attempt that they are able to identify and relate Chemistry as an integral part of their lives. |
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2014-06-092014-06-092013-04-26SILVA, Giovanna Stefanello. The approach of Bohr atomic model through experimental and modelling activities. 2013. 217 f. Dissertação (Mestrado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2013.http://repositorio.ufsm.br/handle/1/6671Knowing and understanding the Chemistry concepts is directly related to the capability of moving between the three levels of representation which concern Chemistry. Each one of these levels involve the developing of different abilities, as the capability of abstraction. There are several Chemistry concepts which depend on this articulation between the macroscopic, microscopic and symbolic levels, for example, the study of the matter structure. Though, it is noticed that a large part of the students show difficulties in comprehending the transition between the levels of representation and therefore identifying the relation between the chemical concepts and their everyday lives, this is why it is important to know the concepts of the students. With the purpose of helping the students in the construction, visualization and application of the knowledge which involve the study of the atom, especially the Bohr atomic model, with facts of their daily lives, in this study we elaborated and developed different experimental and modeling activities. Moreover, we evaluated the didactic objective of the visual resources present in the five textbooks approved by the PNLD-2012, in relation to the atomic structure. This analysis was done duo to the importance of this material in class and its use as research source in some activities developed in this research, as the images present in the textbooks may help the students in the relation between the theory and the practice during the process of imagining some chemical phenomenon. In a general way, we observed that there is diversity in the way the visual resources are used in the textbooks concerning the Bohr atomic model. This study was taken with thirty seven subjects in a class of freshman students in the city of Júlio de Castilhos, RS. The data taken in seven interventions was analyzed and categorized according to the methodology of the discursive text analyses. After the analyses of the data, the results showed that the different developed interventions, either through experimental or modeling activities, collaborated to the students to correlate the chemical concepts acquired in the classroom with several phenomena of their routine. Furthermore, it helped them to formulate their own relation between the macroscopic and the microscopic by their own observation, discussion, and idea interpretation using the Chemistry codes and symbols. Thus it can be said that, after the interventions, students were able to move between the three levels of representation of matter. These implications show that the teaching of Chemistry needs to provide students with differentiated classes in the attempt that they are able to identify and relate Chemistry as an integral part of their lives.Conhecer e compreender os conceitos químicos está diretamente relacionado com a capacidade de transitar entre os três níveis de representação que permeiam a Química. Cada um desses níveis envolve o desenvolvimento de diferentes habilidades, dentre elas, a capacidade de abstração. Inúmeros são os conceitos químicos que dependem dessa articulação entre os níveis macroscópico, microscópico e simbólico, como por exemplo, o estudo da estrutura da matéria. Porém, o que se percebe é que grande parte dos estudantes apresenta dificuldades em compreender a transição entre os níveis de representação e consequentemente identificar as relações entre os conceitos químicos e seu cotidiano, por isso a importância de se conhecer as concepções dos alunos. Com o propósito de auxiliar os estudantes na construção, visualização e aplicação dos conhecimentos que envolvem o estudo do átomo, em específico o modelo atômico de Bohr, com fatos de seu dia a dia, neste trabalho elaboramos e desenvolvemos diferentes atividades experimentais e de modelagem. Além disso, avaliamos o objetivo didático dos recursos visuais presentes nos cinco livros didáticos aprovados pelo PNLD-2012, em relação à estrutura atômica. Esta análise foi realizada devido à importância desse material em sala de aula e à sua utilização como fonte de pesquisa em algumas atividades desenvolvidas nesta pesquisa, já que as imagens presentes nos livros didáticos podem auxiliar os estudantes nas relações entre a teoria e a prática durante o processo de imaginar alguns fenômenos químicos. De maneira geral, constatamos que há uma diversidade na forma como os recursos visuais são utilizados pelos livros didáticos na abordagem do modelo atômico de Bohr. O trabalho realizado nesta pesquisa foi desenvolvido com trinta e sete sujeitos, de uma turma da primeira série do ensino médio de uma escola pública da cidade de Júlio de Castilhos-RS. Os dados obtidos em sete intervenções foram analisados e categorizados conforme a metodologia da análise textual discursiva. Após a análise dos dados, os resultados demonstram que as diferentes intervenções desenvolvidas, seja através de atividades experimentais ou de modelagem, colaboraram para que os estudantes relacionassem os conceitos químicos aprendidos em sala de aula com diversos fenômenos de seu cotidiano. Além disso, auxiliaram para que eles a partir de suas observações, discussões, interpretações e ideias formulassem suas próprias relações entre o macroscópico e o microscópico, utilizando símbolos e códigos da Química, desta forma, pode-se afirmar que, após as intervenções, os estudantes foram capazes de transitar entre os três níveis de representação da matéria. Essas implicações evidenciam que o ensino de Química precisa proporcionar aos estudantes aulas diferenciadas na tentativa de que estes consigam identificar e relacionar a Química como parte integrante de sua vida.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBRCiências BiológicasModelo atômico de BohrAtividades experimentais e de modelagemRecursos visuaisBohr atomic modelExperimental and modeling activitiesVisual resourcesCNPQ::CIENCIAS HUMANAS::EDUCACAOA abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagemThe approach of Bohr atomic model through experimental and modelling activitiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBraibante, Mara Elisa Forteshttp://lattes.cnpq.br/0685197822607977Loreto, Elgion Lucio da Silvahttp://lattes.cnpq.br/6493669115018157Villetti, Marcos Antoniohttp://lattes.cnpq.br/8504489050993642http://lattes.cnpq.br/4742939912676355Silva, Giovanna Stefanello7008000000064005003005005006e9d3171-46d3-4ee5-a0a1-ee7cd026f24b97f538c5-b7a3-46a8-b0c5-d93df0a4429d51e64840-2115-48e5-a1ae-149b2103bd04df06cb3e-5d01-4d9a-982f-4eb4aa98ed7einfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEC_2013_SILVA_GIOVANNA.pdfDissertação de Mestradoapplication/pdf5064318http://repositorio.ufsm.br/bitstream/1/6671/1/DIS_PPGEC_2013_SILVA_GIOVANNA.pdf62b58295504350703562caeae040ded3MD51TEXTSILVA, GIOVANNA STEFANELLO.pdf.txtSILVA, GIOVANNA STEFANELLO.pdf.txtExtracted texttext/plain416165http://repositorio.ufsm.br/bitstream/1/6671/2/SILVA%2c%20GIOVANNA%20STEFANELLO.pdf.txt4b9296541f045ff39ec87e591e050b26MD52DIS_PPGEC_2013_SILVA_GIOVANNA.pdf.txtDIS_PPGEC_2013_SILVA_GIOVANNA.pdf.txtExtracted texttext/plain416165http://repositorio.ufsm.br/bitstream/1/6671/4/DIS_PPGEC_2013_SILVA_GIOVANNA.pdf.txt4b9296541f045ff39ec87e591e050b26MD54THUMBNAILSILVA, GIOVANNA STEFANELLO.pdf.jpgSILVA, GIOVANNA STEFANELLO.pdf.jpgIM Thumbnailimage/jpeg4785http://repositorio.ufsm.br/bitstream/1/6671/3/SILVA%2c%20GIOVANNA%20STEFANELLO.pdf.jpg6440d0885eb3507a5c509330d490822dMD53DIS_PPGEC_2013_SILVA_GIOVANNA.pdf.jpgDIS_PPGEC_2013_SILVA_GIOVANNA.pdf.jpgIM Thumbnailimage/jpeg4785http://repositorio.ufsm.br/bitstream/1/6671/5/DIS_PPGEC_2013_SILVA_GIOVANNA.pdf.jpg6440d0885eb3507a5c509330d490822dMD551/66712022-07-21 16:29:45.449oai:repositorio.ufsm.br:1/6671Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-07-21T19:29:45Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem |
dc.title.alternative.eng.fl_str_mv |
The approach of Bohr atomic model through experimental and modelling activities |
title |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem |
spellingShingle |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem Silva, Giovanna Stefanello Modelo atômico de Bohr Atividades experimentais e de modelagem Recursos visuais Bohr atomic model Experimental and modeling activities Visual resources CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem |
title_full |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem |
title_fullStr |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem |
title_full_unstemmed |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem |
title_sort |
A abordagem do modelo atômico de Bohr através de atividades experimentais e de modelagem |
author |
Silva, Giovanna Stefanello |
author_facet |
Silva, Giovanna Stefanello |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Braibante, Mara Elisa Fortes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0685197822607977 |
dc.contributor.referee1.fl_str_mv |
Loreto, Elgion Lucio da Silva |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6493669115018157 |
dc.contributor.referee2.fl_str_mv |
Villetti, Marcos Antonio |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8504489050993642 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4742939912676355 |
dc.contributor.author.fl_str_mv |
Silva, Giovanna Stefanello |
contributor_str_mv |
Braibante, Mara Elisa Fortes Loreto, Elgion Lucio da Silva Villetti, Marcos Antonio |
dc.subject.por.fl_str_mv |
Modelo atômico de Bohr Atividades experimentais e de modelagem Recursos visuais |
topic |
Modelo atômico de Bohr Atividades experimentais e de modelagem Recursos visuais Bohr atomic model Experimental and modeling activities Visual resources CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Bohr atomic model Experimental and modeling activities Visual resources |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
Knowing and understanding the Chemistry concepts is directly related to the capability of moving between the three levels of representation which concern Chemistry. Each one of these levels involve the developing of different abilities, as the capability of abstraction. There are several Chemistry concepts which depend on this articulation between the macroscopic, microscopic and symbolic levels, for example, the study of the matter structure. Though, it is noticed that a large part of the students show difficulties in comprehending the transition between the levels of representation and therefore identifying the relation between the chemical concepts and their everyday lives, this is why it is important to know the concepts of the students. With the purpose of helping the students in the construction, visualization and application of the knowledge which involve the study of the atom, especially the Bohr atomic model, with facts of their daily lives, in this study we elaborated and developed different experimental and modeling activities. Moreover, we evaluated the didactic objective of the visual resources present in the five textbooks approved by the PNLD-2012, in relation to the atomic structure. This analysis was done duo to the importance of this material in class and its use as research source in some activities developed in this research, as the images present in the textbooks may help the students in the relation between the theory and the practice during the process of imagining some chemical phenomenon. In a general way, we observed that there is diversity in the way the visual resources are used in the textbooks concerning the Bohr atomic model. This study was taken with thirty seven subjects in a class of freshman students in the city of Júlio de Castilhos, RS. The data taken in seven interventions was analyzed and categorized according to the methodology of the discursive text analyses. After the analyses of the data, the results showed that the different developed interventions, either through experimental or modeling activities, collaborated to the students to correlate the chemical concepts acquired in the classroom with several phenomena of their routine. Furthermore, it helped them to formulate their own relation between the macroscopic and the microscopic by their own observation, discussion, and idea interpretation using the Chemistry codes and symbols. Thus it can be said that, after the interventions, students were able to move between the three levels of representation of matter. These implications show that the teaching of Chemistry needs to provide students with differentiated classes in the attempt that they are able to identify and relate Chemistry as an integral part of their lives. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-04-26 |
dc.date.accessioned.fl_str_mv |
2014-06-09 |
dc.date.available.fl_str_mv |
2014-06-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Giovanna Stefanello. The approach of Bohr atomic model through experimental and modelling activities. 2013. 217 f. Dissertação (Mestrado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2013. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/6671 |
identifier_str_mv |
SILVA, Giovanna Stefanello. The approach of Bohr atomic model through experimental and modelling activities. 2013. 217 f. Dissertação (Mestrado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2013. |
url |
http://repositorio.ufsm.br/handle/1/6671 |
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700800000006 |
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400 500 300 500 500 |
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Universidade Federal de Santa Maria |
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UFSM |
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Ciências Biológicas |
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Universidade Federal de Santa Maria |
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