Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game

• Autor(a) principal: Camargo, Luana Carol de
• Data de Publicação: 2018
• Outros Autores: Asquel, Sara de Simas, Oliveira, Brenno Ralf Maciel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/7998
• topic: 7.08.04.04-4 Avaliação da Aprendizagem; Ensino de Química; Recurso didático; Modelos representacionais; Chemistry teaching; Didactic resources; Representational models

The present study aims to discuss the teaching of atomic models in high school from the use of diversified didactic resources, while trying to overcome some of the difficulties linked to the teaching-learning process of this content. To this end, a sequence of lessons was planned, in which the use of mental representations, models and a didactic game was explored. Planning was carried out by certified chemistry teachers and applied to first-year public high school students in Joinville (state of Santa Catarina, Brazil). The exploration and discussion about the mental representations of the atom from the students’ drawings were important in problematizing the idea of the creation of models for something that is unseen, and reflected on the role of the atomists. The use of the models directly helped to (re)construct understanding about each atomic model studied. Didactic games promoted the participation and curiosity of the class and brought about improvements in learning due to student interaction, and were important learning evaluation tools. The tools that were used showed high potential for the teaching of atomic models, but they need conscious mediation from the teacher. It is fundamental that the teaching of atomic models be preceded, or problematized concomitantly, by discussions that are based on the use of language and the exploration of the idea of representation and use of models and analogies to give coherence to student learning.