Ligações químicas: investigação da construção do conhecimento no ensino médio

Detalhes bibliográficos
Autor(a) principal: Pazinato, Maurícius Selvero
Data de Publicação: 2016
Tipo de documento: Tese
Idioma: por
Título da fonte: Manancial - Repositório Digital da UFSM
dARK ID: ark:/26339/001300000mvd4
Texto Completo: http://repositorio.ufsm.br/handle/1/3555
Resumo: Chemical bonds form the basis for understanding the formation and behavior of the substances in everyday life. The investigation focus of this survey was the teaching and learning of chemical bonds in high school, and the main objectives were to make a diagnosis of how the content is being developed at this level, as well as to investigate the process of knowledge construction by the students of the 1st year of high school, through a Teaching-Learning Sequence (TLS) and traditional teaching. In order to achieve such objectives this survey was conducted in two parts. In the first part there were three investigations which provided evidence of the importance given to chemical bonds in high school. Following the principles of qualitative survey the data were collected using instruments made from guidelines described in the literature or for the specific purposes of each investigation. In this part of the study we investigated: - the concepts of chemical bonds of 124 students of the 1st year of high school from two public schools and a private school in the region of Santa Maria, RS, who had already studied the topic formally in class; - The approach of the chemical bonds in textbooks (PNLD 2015-2017), through the analysis of chapters related to the topic of each title - The perception of four high school teachers and two professors about the chemical bonds education. The results provided the following picture: the topics chemical stability and nature of the interaction between atoms and ions are being developed inappropriately, by using models that cause conceptual distortions. Moreover, the traditional method prevails in class and teaching is focused on the transmission of content with the help of the textbook. Based on this, interventions were planned and developed focusing on the study of the chemical stability based on energy aspects and the electrostatic model for each type of interatomic bond. In the second part of the survey, the investigation of knowledge construction in chemical bonds occurred by monitoring four classes of the 1st year of high school, in a total of 50 subjects. The content was developed by school teachers in two classes through the TLS and the other two by the traditional method. For data analysis, it was considered Bachelard theory and four dimensions, which are: chemical stability, ionic bond, covalent bond, metallic bond. Initially, the conceptions of the students in each dimension were evaluated in philosophical areas and later in hierarchical levels. At the end of the survey, it was drawn an epistemological profile for each student from the assessment of the considered dimensions. Monitoring the ideas of the students, from the two contexts, throughout the study of chemical bonds revealed that the construction of knowledge happened by overcoming epistemological obstacles linked to realistic and empiricist philosophical areas. It was observed that most of the students from the TLS context (55,2%) and traditional (66,6%) had primarily a rational profile at the end of the survey. The results suggest that there is a relationship between the area of epistemological profile and the capacity of transition between the levels of representation of matter, as the explanations related simultaneously the macroscopic, submicroscopic and symbolic levels were given by the students who had rationalists profiles. In addition, there was an advantage of TLS in relation to the traditional context, related to the aptitude of the students to employ the three levels of representation at the same time. Finally, this study showed that it is important to have theoretical explicitness regarding the curriculum models and educational planning in order to obtain satisfactory results in the chemical bonds education.
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spelling Ligações químicas: investigação da construção do conhecimento no ensino médioChemical bonds: investigation of the knowledge construction in high schoolLigações químicasConstrução do conhecimentoPerfil epistemológicoChemical bondsKnowledge constructionEpistemological profileCNPQ::CIENCIAS BIOLOGICASChemical bonds form the basis for understanding the formation and behavior of the substances in everyday life. The investigation focus of this survey was the teaching and learning of chemical bonds in high school, and the main objectives were to make a diagnosis of how the content is being developed at this level, as well as to investigate the process of knowledge construction by the students of the 1st year of high school, through a Teaching-Learning Sequence (TLS) and traditional teaching. In order to achieve such objectives this survey was conducted in two parts. In the first part there were three investigations which provided evidence of the importance given to chemical bonds in high school. Following the principles of qualitative survey the data were collected using instruments made from guidelines described in the literature or for the specific purposes of each investigation. In this part of the study we investigated: - the concepts of chemical bonds of 124 students of the 1st year of high school from two public schools and a private school in the region of Santa Maria, RS, who had already studied the topic formally in class; - The approach of the chemical bonds in textbooks (PNLD 2015-2017), through the analysis of chapters related to the topic of each title - The perception of four high school teachers and two professors about the chemical bonds education. The results provided the following picture: the topics chemical stability and nature of the interaction between atoms and ions are being developed inappropriately, by using models that cause conceptual distortions. Moreover, the traditional method prevails in class and teaching is focused on the transmission of content with the help of the textbook. Based on this, interventions were planned and developed focusing on the study of the chemical stability based on energy aspects and the electrostatic model for each type of interatomic bond. In the second part of the survey, the investigation of knowledge construction in chemical bonds occurred by monitoring four classes of the 1st year of high school, in a total of 50 subjects. The content was developed by school teachers in two classes through the TLS and the other two by the traditional method. For data analysis, it was considered Bachelard theory and four dimensions, which are: chemical stability, ionic bond, covalent bond, metallic bond. Initially, the conceptions of the students in each dimension were evaluated in philosophical areas and later in hierarchical levels. At the end of the survey, it was drawn an epistemological profile for each student from the assessment of the considered dimensions. Monitoring the ideas of the students, from the two contexts, throughout the study of chemical bonds revealed that the construction of knowledge happened by overcoming epistemological obstacles linked to realistic and empiricist philosophical areas. It was observed that most of the students from the TLS context (55,2%) and traditional (66,6%) had primarily a rational profile at the end of the survey. The results suggest that there is a relationship between the area of epistemological profile and the capacity of transition between the levels of representation of matter, as the explanations related simultaneously the macroscopic, submicroscopic and symbolic levels were given by the students who had rationalists profiles. In addition, there was an advantage of TLS in relation to the traditional context, related to the aptitude of the students to employ the three levels of representation at the same time. Finally, this study showed that it is important to have theoretical explicitness regarding the curriculum models and educational planning in order to obtain satisfactory results in the chemical bonds education.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorAs ligações químicas constituem a base para a compreensão da formação e do comportamento das substâncias presentes no cotidiano. O foco de investigação desta pesquisa foi o ensino e a aprendizagem das ligações químicas no ensino médio e os objetivos principais foram realizar um diagnóstico de como o conteúdo está sendo desenvolvido neste nível, bem como investigar o processo de construção do conhecimento pelos estudantes da 1ª série do ensino médio, por meio de uma Sequência de Ensino e Aprendizagem (SEA) e do ensino tradicional. Para alcançar tais objetivos, esta pesquisa foi desenvolvida em duas partes. Na primeira parte, foram realizadas três investigações que forneceram indícios do tratamento dado às ligações químicas no ensino médio. Seguindo princípios da pesquisa qualitativa, os dados foram coletados por meio de instrumentos elaborados a partir de orientações descritas pela literatura ou para os fins específicos de cada investigação. Nesta parte da pesquisa, investigou-se: - as concepções sobre ligações químicas de 124 estudantes da 1ª série do ensino médio de duas escolas públicas e uma privada da região de Santa Maria, RS, que já tinham estudado o tópico formalmente em sala de aula; - a abordagem das ligações químicas nos livros didáticos (PNLD 2015-2017), por intermédio da análise dos capítulos referentes ao tópico de cada obra; - a percepção de quatro professores do nível médio e dois professores universitários sobre o ensino de ligações químicas. Os resultados obtidos forneceram o seguinte panorama: os tópicos estabilidade química e natureza das interações entre átomos e íons estão sendo desenvolvidos de forma inadequada, por meio de modelos que provocam distorções conceituais. Além disso, a metodologia tradicional predomina nas aulas e o ensino está pautado na transmissão de conteúdos com auxílio do livro didático. Baseado nisso, foram planejadas e desenvolvidas intervenções com enfoque no estudo da estabilidade química fundamentado em aspectos energéticos e no modelo eletrostático para cada tipo de ligação interatômica. Na segunda parte da pesquisa, a investigação da construção do conhecimento em ligações químicas ocorreu mediante o acompanhamento de quatro turmas da 1ª série do ensino médio, totalizando 50 sujeitos. O conteúdo foi desenvolvido pelos professores regentes em duas turmas por meio da SEA e nas outras duas pelo método tradicional. Para a análise dos dados, considerou-se a teoria de Bachelard e quatro dimensões, que são: estabilidade química, ligação iônica, ligação covalente e ligação metálica. Inicialmente, as concepções dos estudantes em cada dimensão foram avaliadas em zonas filosóficas e posteriormente, em níveis hierárquicos. Ao final da pesquisa, foi traçado um perfil epistemológico para cada estudante a partir da avaliação das dimensões consideradas. O acompanhamento das ideias dos estudantes, dos dois contextos, ao longo do estudo das ligações químicas revelou que a construção do conhecimento se deu pela superação de obstáculos epistemológicos atrelados às zonas filosóficas realista e empirista. Detectou-se que a maior parte dos estudantes do contexto da SEA (55,2%) e tradicional (66,6%) apresentou um perfil majoritariamente racionalista ao final da pesquisa. Os resultados sugerem que existe relação entre a zona do perfil epistemológico e a capacidade de transição entre os níveis de representação da matéria, visto que as explicações que relacionaram, simultaneamente, os níveis macroscópico, submicroscópico e simbólico foram emitidas por estudantes que apresentaram perfis racionalistas. Além disso, observou-se uma vantagem da SEA, em relação ao contexto tradicional, quanto à aptidão dos estudantes em empregar concomitantemente os três níveis de representação. Por fim, este estudo evidenciou que é importante clareza teórica em relação aos modelos curriculares e planejamento didático para que se obtenham resultados satisfatórios no ensino de ligações químicas.Universidade Federal de Santa MariaBRCiências BiológicasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeBraibante, Mara Elisa Forteshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4788627U5Marcondes, Maria Eunice Ribeirohttp://lattes.cnpq.br/7534709993029005Sudati, Jessie Haigerthttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4261854U2Adaime, Martha Bohrerhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787114A5Loreto, Elgion Lucio da Silvahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785575A7Pazinato, Maurícius Selvero2016-09-212016-09-212016-07-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfPAZINATO, Maurícius Selvero. CHEMICAL BONDS: INVESTIGATION OF THE KNOWLEDGE CONSTRUCTION IN HIGH SCHOOL. 2016. 372 f. Tese (Doutorado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2016.http://repositorio.ufsm.br/handle/1/3555ark:/26339/001300000mvd4porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2021-03-08T12:24:53Zoai:repositorio.ufsm.br:1/3555Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2021-03-08T12:24:53Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Ligações químicas: investigação da construção do conhecimento no ensino médio
Chemical bonds: investigation of the knowledge construction in high school
title Ligações químicas: investigação da construção do conhecimento no ensino médio
spellingShingle Ligações químicas: investigação da construção do conhecimento no ensino médio
Pazinato, Maurícius Selvero
Ligações químicas
Construção do conhecimento
Perfil epistemológico
Chemical bonds
Knowledge construction
Epistemological profile
CNPQ::CIENCIAS BIOLOGICAS
title_short Ligações químicas: investigação da construção do conhecimento no ensino médio
title_full Ligações químicas: investigação da construção do conhecimento no ensino médio
title_fullStr Ligações químicas: investigação da construção do conhecimento no ensino médio
title_full_unstemmed Ligações químicas: investigação da construção do conhecimento no ensino médio
title_sort Ligações químicas: investigação da construção do conhecimento no ensino médio
author Pazinato, Maurícius Selvero
author_facet Pazinato, Maurícius Selvero
author_role author
dc.contributor.none.fl_str_mv Braibante, Mara Elisa Fortes
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4788627U5
Marcondes, Maria Eunice Ribeiro
http://lattes.cnpq.br/7534709993029005
Sudati, Jessie Haigert
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4261854U2
Adaime, Martha Bohrer
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787114A5
Loreto, Elgion Lucio da Silva
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785575A7
dc.contributor.author.fl_str_mv Pazinato, Maurícius Selvero
dc.subject.por.fl_str_mv Ligações químicas
Construção do conhecimento
Perfil epistemológico
Chemical bonds
Knowledge construction
Epistemological profile
CNPQ::CIENCIAS BIOLOGICAS
topic Ligações químicas
Construção do conhecimento
Perfil epistemológico
Chemical bonds
Knowledge construction
Epistemological profile
CNPQ::CIENCIAS BIOLOGICAS
description Chemical bonds form the basis for understanding the formation and behavior of the substances in everyday life. The investigation focus of this survey was the teaching and learning of chemical bonds in high school, and the main objectives were to make a diagnosis of how the content is being developed at this level, as well as to investigate the process of knowledge construction by the students of the 1st year of high school, through a Teaching-Learning Sequence (TLS) and traditional teaching. In order to achieve such objectives this survey was conducted in two parts. In the first part there were three investigations which provided evidence of the importance given to chemical bonds in high school. Following the principles of qualitative survey the data were collected using instruments made from guidelines described in the literature or for the specific purposes of each investigation. In this part of the study we investigated: - the concepts of chemical bonds of 124 students of the 1st year of high school from two public schools and a private school in the region of Santa Maria, RS, who had already studied the topic formally in class; - The approach of the chemical bonds in textbooks (PNLD 2015-2017), through the analysis of chapters related to the topic of each title - The perception of four high school teachers and two professors about the chemical bonds education. The results provided the following picture: the topics chemical stability and nature of the interaction between atoms and ions are being developed inappropriately, by using models that cause conceptual distortions. Moreover, the traditional method prevails in class and teaching is focused on the transmission of content with the help of the textbook. Based on this, interventions were planned and developed focusing on the study of the chemical stability based on energy aspects and the electrostatic model for each type of interatomic bond. In the second part of the survey, the investigation of knowledge construction in chemical bonds occurred by monitoring four classes of the 1st year of high school, in a total of 50 subjects. The content was developed by school teachers in two classes through the TLS and the other two by the traditional method. For data analysis, it was considered Bachelard theory and four dimensions, which are: chemical stability, ionic bond, covalent bond, metallic bond. Initially, the conceptions of the students in each dimension were evaluated in philosophical areas and later in hierarchical levels. At the end of the survey, it was drawn an epistemological profile for each student from the assessment of the considered dimensions. Monitoring the ideas of the students, from the two contexts, throughout the study of chemical bonds revealed that the construction of knowledge happened by overcoming epistemological obstacles linked to realistic and empiricist philosophical areas. It was observed that most of the students from the TLS context (55,2%) and traditional (66,6%) had primarily a rational profile at the end of the survey. The results suggest that there is a relationship between the area of epistemological profile and the capacity of transition between the levels of representation of matter, as the explanations related simultaneously the macroscopic, submicroscopic and symbolic levels were given by the students who had rationalists profiles. In addition, there was an advantage of TLS in relation to the traditional context, related to the aptitude of the students to employ the three levels of representation at the same time. Finally, this study showed that it is important to have theoretical explicitness regarding the curriculum models and educational planning in order to obtain satisfactory results in the chemical bonds education.
publishDate 2016
dc.date.none.fl_str_mv 2016-09-21
2016-09-21
2016-07-15
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv PAZINATO, Maurícius Selvero. CHEMICAL BONDS: INVESTIGATION OF THE KNOWLEDGE CONSTRUCTION IN HIGH SCHOOL. 2016. 372 f. Tese (Doutorado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2016.
http://repositorio.ufsm.br/handle/1/3555
dc.identifier.dark.fl_str_mv ark:/26339/001300000mvd4
identifier_str_mv PAZINATO, Maurícius Selvero. CHEMICAL BONDS: INVESTIGATION OF THE KNOWLEDGE CONSTRUCTION IN HIGH SCHOOL. 2016. 372 f. Tese (Doutorado em Ciências Biológicas) - Universidade Federal de Santa Maria, Santa Maria, 2016.
ark:/26339/001300000mvd4
url http://repositorio.ufsm.br/handle/1/3555
dc.language.iso.fl_str_mv por
language por
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dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
BR
Ciências Biológicas
UFSM
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
publisher.none.fl_str_mv Universidade Federal de Santa Maria
BR
Ciências Biológicas
UFSM
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
dc.source.none.fl_str_mv reponame:Manancial - Repositório Digital da UFSM
instname:Universidade Federal de Santa Maria (UFSM)
instacron:UFSM
instname_str Universidade Federal de Santa Maria (UFSM)
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institution UFSM
reponame_str Manancial - Repositório Digital da UFSM
collection Manancial - Repositório Digital da UFSM
repository.name.fl_str_mv Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)
repository.mail.fl_str_mv atendimento.sib@ufsm.br||tedebc@gmail.com
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