Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/16510 |
Resumo: | The research focus was the teaching and learning process of intermolecular forces at the middle level and the main objectives were to make a diagnosis about the approaches of this content, through a bibliographical research in published articles in the area of education, as well as to investigate the conceptual evolution, that is, if the explanatory models of students of the first series of high school on intermolecular forces form sequences of progressive transition, from the development of a didactic sequence. To reach the proposed objectives, this research was divided into two stages. In the first stage, a survey was carried out in national and international journals in the area of Teaching of Chemistry and Sciences between 1991 and 2015. The research was developed in four stages: 1) Selection of national and international journals for study; 2) Data collection by means of the collection of articles that approach the theme; 3) Screening from the full reading of the articles found and exclusion from those that do not deal with the topic; 4) Analysis of the articles, which was based on the following criteria: Characterization, Methodological Aspects, Theoretical Basis and Results. A total of 51 articles were identified in 11 journals and the results show: a predominance of international papers, and the increase in scientific production on the subject has intensified in the last ten years, while in Brazil this tendency has been observed in the last five years ; most of the articles are of an empirical nature, with a qualitative approach and prioritize Higher Education; the constructivist theory was the theoretical basis most used by the authors of the evaluated articles; the most recurrent alternative conceptions were the confusion between intermolecular forces and chemical bonds, and the difficulty of interpreting the properties of substances by intermolecular forces; a diversity of proposals for the content approach at different levels of education; the importance of establishing relationships between levels of representation of the subject for the understanding of the subject under study. Therefore, knowing the misunderstandings presented by students is the starting point for teachers and researchers develop didactic-pedagogical strategies that contribute to the conceptual evolution of this topic. The second stage, related to the investigation of the conceptual evolution on the content of intermolecular forces, occurred through the development of a didactic sequence developed for 52 students from two classes of the first grade of high school. Based on the perspective of Lakatos, we try to verify if the explanatory models of the subjects form progressive transition sequences, similar to what Lakatos, in the History of Science, refers to the problematic that increases the explanatory / heuristic power of the model. The evolution of the models, which usually consists of progressive transitions, is related to the understanding of the intermolecular forces content and the ability to move between levels of matter representation in three dimensions (intermolecular forces, London and dipole-dipole forces and hydrogen bonding). The follow-up of students' ideas throughout the study of the content of intermolecular forces revealed that in all dimensions there was a significant percentage of students who were able to progress during the research. In general, it is possible to affirm that the activities developed in didactic units contributed significantly to the progressive transition of the explanatory models of the majority of the participating students. In addition, the approach of the content of intermolecular forces in the didactic units enabled the students to interpret the phenomena under study, through the levels of representation of matter. |
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Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermolecularesProgressive transition of explanatory models of middle level students in intermolecular forcesForças intermolecularesLakatosSequência didáticaIntermolecular forcesSequence didacticCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAThe research focus was the teaching and learning process of intermolecular forces at the middle level and the main objectives were to make a diagnosis about the approaches of this content, through a bibliographical research in published articles in the area of education, as well as to investigate the conceptual evolution, that is, if the explanatory models of students of the first series of high school on intermolecular forces form sequences of progressive transition, from the development of a didactic sequence. To reach the proposed objectives, this research was divided into two stages. In the first stage, a survey was carried out in national and international journals in the area of Teaching of Chemistry and Sciences between 1991 and 2015. The research was developed in four stages: 1) Selection of national and international journals for study; 2) Data collection by means of the collection of articles that approach the theme; 3) Screening from the full reading of the articles found and exclusion from those that do not deal with the topic; 4) Analysis of the articles, which was based on the following criteria: Characterization, Methodological Aspects, Theoretical Basis and Results. A total of 51 articles were identified in 11 journals and the results show: a predominance of international papers, and the increase in scientific production on the subject has intensified in the last ten years, while in Brazil this tendency has been observed in the last five years ; most of the articles are of an empirical nature, with a qualitative approach and prioritize Higher Education; the constructivist theory was the theoretical basis most used by the authors of the evaluated articles; the most recurrent alternative conceptions were the confusion between intermolecular forces and chemical bonds, and the difficulty of interpreting the properties of substances by intermolecular forces; a diversity of proposals for the content approach at different levels of education; the importance of establishing relationships between levels of representation of the subject for the understanding of the subject under study. Therefore, knowing the misunderstandings presented by students is the starting point for teachers and researchers develop didactic-pedagogical strategies that contribute to the conceptual evolution of this topic. The second stage, related to the investigation of the conceptual evolution on the content of intermolecular forces, occurred through the development of a didactic sequence developed for 52 students from two classes of the first grade of high school. Based on the perspective of Lakatos, we try to verify if the explanatory models of the subjects form progressive transition sequences, similar to what Lakatos, in the History of Science, refers to the problematic that increases the explanatory / heuristic power of the model. The evolution of the models, which usually consists of progressive transitions, is related to the understanding of the intermolecular forces content and the ability to move between levels of matter representation in three dimensions (intermolecular forces, London and dipole-dipole forces and hydrogen bonding). The follow-up of students' ideas throughout the study of the content of intermolecular forces revealed that in all dimensions there was a significant percentage of students who were able to progress during the research. In general, it is possible to affirm that the activities developed in didactic units contributed significantly to the progressive transition of the explanatory models of the majority of the participating students. In addition, the approach of the content of intermolecular forces in the didactic units enabled the students to interpret the phenomena under study, through the levels of representation of matter.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESO foco de investigação desta pesquisa foi o processo de ensino e aprendizagem de forças intermoleculares no nível médio. Os principais objetivos foram realizar um diagnóstico sobre as abordagens desse conteúdo, por meio de uma pesquisa bibliográfica em artigos publicados na área de ensino e investigar a evolução conceitual, por meio de modelos explicativos de estudantes da primeira série do ensino médio sobre forças intermoleculares. Para alcançar os objetivos propostos, esta pesquisa foi dividida em duas etapas. Na primeira etapa, foi realizado um levantamento em periódicos nacionais e internacionais da área de ensino de Química e Ciências entre 1991 e 2015. A investigação foi desenvolvida em quatro estágios: 1) Seleção dos periódicos nacionais e internacionais para estudo; 2) Coleta dos dados por meio do levantamento de artigos que abordam o tema; 3) Triagem a partir da leitura integral dos artigos encontrados e exclusão dos que não versam sobre o tema; 4) Análise dos artigos, que foi baseada nos seguintes critérios: Caracterização, Aspectos metodológicos, Base teórica e Resultados. Ao total foram identificados 51 artigos em 11 periódicos e os resultados revelam uma predominância de trabalhos internacionais, sendo que o aumento da produção científica sobre o tema se intensificou nos últimos dez anos, enquanto que no Brasil, essa tendência foi observada nos últimos cinco anos. A maior parte dos artigos analisados é de natureza empírica, com abordagem qualitativa e priorizam a Educação Superior. A teoria construtivista foi a base teórica mais utilizada pelos autores dos artigos avaliados. As concepções alternativas mais recorrentes foram a confusão entre as forças intermoleculares e as ligações químicas, e a dificuldade de interpretar as propriedades das substâncias por meio das forças intermoleculares. Portanto, conhecer os equívocos apresentados pelos estudantes é o ponto de partida para que professores e pesquisadores possam elaborar e desenvolver estratégias didático-pedagógicas que contribuam com a evolução conceitual deste tópico. A segunda etapa, referente a investigação da evolução conceitual sobre o conteúdo de forças intermoleculares, ocorreu mediante o desenvolvimento de uma sequência didática desenvolvida para 52 estudantes de duas turmas da primeira série do ensino médio. Baseando-se na perspectiva de Lakatos, procuramos verificar se os modelos explicativos dos sujeitos formam sequências de transição progressiva, similares ao que Lakatos, na História da Ciência, se refere a "problemática" que aumenta o poder explanatório/heurístico do modelo. A evolução dos modelos, que geralmente consiste em transições progressivas, está relacionada ao entendimento sobre o conteúdo de forças intermoleculares e a capacidade de transitar entre os níveis de representação da matéria em três dimensões (natureza das forças intermoleculares, forças de London e dipolo-dipolo e ligação hidrogênio). O acompanhamento das ideias dos estudantes ao longo do estudo do conteúdo de forças intermoleculares revelou que em todas as dimensões houve um percentual significativo de estudantes que conseguiu progredir durante a pesquisa. De forma geral, é possível afirmar que as atividades desenvolvidas nas unidades didáticas contribuíram significativamente para a transição progressiva dos modelos explicativas da maioria dos estudantes participantes. Além disso, a abordagem do conteúdo de forças intermoleculares nas unidades didáticas desenvolvidas capacitou os estudantes a interpretarem os fenômenos em estudo, por meio dos níveis de representação da matéria.Universidade Federal de Santa MariaBrasilBioquímicaUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasBraibante, Mara Elisa Forteshttp://lattes.cnpq.br/0685197822607977Martorano, Simone Alves de Assishttp://lattes.cnpq.br/3872820602594598Cicuto, Camila Aparecida Tolentinohttp://lattes.cnpq.br/4565465111125811Pazinato, Maurícius Selverohttp://lattes.cnpq.br/2136144172613304Adaime, Martha Bohrerhttp://lattes.cnpq.br/4385786922516848Miranda, Ana Carolina Gomes2019-05-09T20:29:19Z2019-05-09T20:29:19Z2018-12-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/16510porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2019-05-10T06:02:11Zoai:repositorio.ufsm.br:1/16510Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2019-05-10T06:02:11Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares Progressive transition of explanatory models of middle level students in intermolecular forces |
title |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares |
spellingShingle |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares Miranda, Ana Carolina Gomes Forças intermoleculares Lakatos Sequência didática Intermolecular forces Sequence didactic CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares |
title_full |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares |
title_fullStr |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares |
title_full_unstemmed |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares |
title_sort |
Transição progressiva dos modelos explicativos de estudantes do nível médio sobre forças intermoleculares |
author |
Miranda, Ana Carolina Gomes |
author_facet |
Miranda, Ana Carolina Gomes |
author_role |
author |
dc.contributor.none.fl_str_mv |
Braibante, Mara Elisa Fortes http://lattes.cnpq.br/0685197822607977 Martorano, Simone Alves de Assis http://lattes.cnpq.br/3872820602594598 Cicuto, Camila Aparecida Tolentino http://lattes.cnpq.br/4565465111125811 Pazinato, Maurícius Selvero http://lattes.cnpq.br/2136144172613304 Adaime, Martha Bohrer http://lattes.cnpq.br/4385786922516848 |
dc.contributor.author.fl_str_mv |
Miranda, Ana Carolina Gomes |
dc.subject.por.fl_str_mv |
Forças intermoleculares Lakatos Sequência didática Intermolecular forces Sequence didactic CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
topic |
Forças intermoleculares Lakatos Sequência didática Intermolecular forces Sequence didactic CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
The research focus was the teaching and learning process of intermolecular forces at the middle level and the main objectives were to make a diagnosis about the approaches of this content, through a bibliographical research in published articles in the area of education, as well as to investigate the conceptual evolution, that is, if the explanatory models of students of the first series of high school on intermolecular forces form sequences of progressive transition, from the development of a didactic sequence. To reach the proposed objectives, this research was divided into two stages. In the first stage, a survey was carried out in national and international journals in the area of Teaching of Chemistry and Sciences between 1991 and 2015. The research was developed in four stages: 1) Selection of national and international journals for study; 2) Data collection by means of the collection of articles that approach the theme; 3) Screening from the full reading of the articles found and exclusion from those that do not deal with the topic; 4) Analysis of the articles, which was based on the following criteria: Characterization, Methodological Aspects, Theoretical Basis and Results. A total of 51 articles were identified in 11 journals and the results show: a predominance of international papers, and the increase in scientific production on the subject has intensified in the last ten years, while in Brazil this tendency has been observed in the last five years ; most of the articles are of an empirical nature, with a qualitative approach and prioritize Higher Education; the constructivist theory was the theoretical basis most used by the authors of the evaluated articles; the most recurrent alternative conceptions were the confusion between intermolecular forces and chemical bonds, and the difficulty of interpreting the properties of substances by intermolecular forces; a diversity of proposals for the content approach at different levels of education; the importance of establishing relationships between levels of representation of the subject for the understanding of the subject under study. Therefore, knowing the misunderstandings presented by students is the starting point for teachers and researchers develop didactic-pedagogical strategies that contribute to the conceptual evolution of this topic. The second stage, related to the investigation of the conceptual evolution on the content of intermolecular forces, occurred through the development of a didactic sequence developed for 52 students from two classes of the first grade of high school. Based on the perspective of Lakatos, we try to verify if the explanatory models of the subjects form progressive transition sequences, similar to what Lakatos, in the History of Science, refers to the problematic that increases the explanatory / heuristic power of the model. The evolution of the models, which usually consists of progressive transitions, is related to the understanding of the intermolecular forces content and the ability to move between levels of matter representation in three dimensions (intermolecular forces, London and dipole-dipole forces and hydrogen bonding). The follow-up of students' ideas throughout the study of the content of intermolecular forces revealed that in all dimensions there was a significant percentage of students who were able to progress during the research. In general, it is possible to affirm that the activities developed in didactic units contributed significantly to the progressive transition of the explanatory models of the majority of the participating students. In addition, the approach of the content of intermolecular forces in the didactic units enabled the students to interpret the phenomena under study, through the levels of representation of matter. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-12 2019-05-09T20:29:19Z 2019-05-09T20:29:19Z |
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 |
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http://repositorio.ufsm.br/handle/1/16510 |
url |
http://repositorio.ufsm.br/handle/1/16510 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
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Universidade Federal de Santa Maria Brasil Bioquímica UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Bioquímica UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922072248975360 |