Os desafios da energia no contexto da termoquímica: modelando uma nova idéia para aquecer o ensino de química

• Ano de defesa: 2007
• Autor(a) principal: Vinicius Catao de Assis Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ensino de ciência; Química Estudo e ensino; Termoquímica; Educação; Energia Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/FAEC-85NJR3

Nowadays, science teaching has been focused on the understanding of the nature and processes by which scientific knowledge is developed. Some research have emphasised the importance of modelling-based teaching and learning. In this way, the involvement of students in modelling activities emerges as dynamic and significant to students. From this perspective, this research presents a proposal for the teaching of the theme energy involved in chemical changes, based on the Model of Modelling diagram. In order to support the elaboration of the teaching strategy, aspects related to the historical evolution of ideas about heat and energy along the time were taken into account. This research presents the teaching strategy and analyses its use in a regular teaching situation by discussing its contribution to students learning about the main conceptual issues related to the theme energy involved in chemical changes. The study was conducted with students from a second year class of a medium level Brazilian public school (16-19 years old). Data were gathered from written material produced by the students during the whole process, video recording of all classes, and researchers notes. From the analysis of both written answers and participation of students in several discussions, case studies were elaborated for each group of students. The following analysis of these case studies allowed the discussion about the importance of the modelling activities in students learning. Moreover, students models were also discussed in the light of historical aspects related to the development of knowledge about energy. The results of this research support the conclusion that the participation in the whole process was significant for the students, allowing them to build, test, and rebuild new ideas. The teaching strategy also allowed that students construct their own knowledge, developing a critical and reflexive perception about how to do science.