Phenomenological analysis of the mental representations of elementary school students from the perspective of recovering the History and Philosophy of Science

• Autor(a) principal: Furtado, Skarllat Mayana Kettle
• Data de Publicação: 2021
• Outros Autores: Souza, Renato Henriques de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/24221
• topic: História e filosofia da ciência; Modelos mentais; Teorias atômicas; Ensino de química.; Historia y filosofía de la ciencia; Modelos mentales; Teorías atómicas; Enseñanza de la química.; History and philosophy of science; Mental models; Atomic theories; Chemistry teaching.

In this work we discuss about the mental representations that students have about Atomic Theory. We start from the premise that carrying out studies aimed at understanding mental models enables the understanding of human perception, as it is about how we see the world. Consequently, this allows us to open up to possibilities for understanding scientific concepts. Therefore, using the research strategy called phenomenology, we seek to understand the mental representations of Basic Education students through their experiences and conceptions about atomic models and science. For this, we analyzed the representations of sixteen research participants, students in the second year of the Integrated Technical High School in Computer Science at the Federal Institute of Amazonas (IFAM - Campus Itacoatiara / AM). The corpus of analysis is composed of drawings and other forms of language used by students, mainly through the classification of recorded semi-structured and specific questionnaires individually at different stages of the research. Our results obtained that a teaching approach based on History and Philosophy of Science (HPS) can be a possible alternative for changing fragmented and incipient views that commonly permeate the understanding of the models of atoms. In other words, the words consider that an HFC enables redefinition processes and, based on that, we conclude that this type of approach stands out as necessary in the scope of Science Teaching.