The concept of acids and bases in the initial training of Chemistry teachers in the perspective of the Theory of Conceptual Fields

• Autor(a) principal: Cunha, Kariny Mery Araujo
• Data de Publicação: 2020
• Outros Autores: Araújo, Inês Maria de Souza, Ferreira, Jerino Queiroz, Ferreira, Luciana Nobre de Abreu
• Tipo de documento: Artigo
• Idioma: eng; por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/11331
• topic: Ácidos y bases; Enseñanza-aprendizaje; Química; Teoría de Campos Conceptuales; Teoremas-en-acción.; Acids and bases; Teaching-learning; Chemistry; Theory of Conceptual Fields; Theorems-in-action.; Ácidos e bases; Ensino-aprendizagem; Química; Teoria dos Campos Conceituais; Teoremas-em-ação.

This paper presents the partial results of research that analyses the aspects of the training of chemistry teachers referred to notions of teaching and learning, based on the Theory of Conceptual Fields by Gerard Vergnaud, which has its focus on the reflective teaching and the conceptual construction. In this stage of the research, it was discussed the results of solving questions about previous knowledge and chemistry problems about acids and bases by students of a teacher training course in chemistry. The discussion was focused on the perspective of “learn how to teach” based on the knowledge of “learn how to learn”, considering that when teachers pose themselves as students, they learn how to learn, which is essential to teach in a significant way. In the students’ answers, it was possible to identify different indicators of operational invariant, to which theoretical models were used in the rationale of their justification, representing the scientific formality, however, their explanations ended up reflecting conceptual mistakes that can be acting as epistemological obstacles. This research highlights the relevance of the identification of theorems-in-action to resolve, reflect and discuss the problems of conceptualization in the teaching of acids and bases content, showing that the teacher can contribute with the students’ learning, directing them to the expansion and/or modification of theorems-in-action that might act as obstacles in the learning of concepts.