Análise da compreensão de estudantes sobre elemento químico a partir de relações identificadas com zonas do perfil conceitual de átomo

• Ano de defesa: 2024
• Autor(a) principal: SILVA, Klebson Nelson da
• Orientador(a): AMARAL, Edenia Maria Ribeiro do
• Banca de defesa: SILVA, João Roberto Ratis Tenório da, FIRME, Ruth do Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Elemento químico; Perfil conceitual; Átomo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9740

Historically, the concepts of atom and chemical element present a relationship of senses and meanings through the theories of primordial elements/principles and the atomist. Even knowing that "element" had a different meaning from what we understand today, these discussions have helped to understand aspects of the matter anytime. In the eighteenth century, Lavoisier presented a distinction between the element and simple substance concepts, a recurring confusion even in nowadays. Thus, this work aims to: Analyze the understanding of preservice teachers of chemistry about chemical element, from the relationship between the different ways of thinking and ways of speaking the concept of atom, when they are engaged in different activities, in chemistry lessons. This main objective unfolds into other research intentions, such as: to identify meanings and senses attributed to the concept atom by undergraduate students of the History of Chemistry module; to identify meanings and senses attributed to the concept of chemical element by undergraduate students of the History of Chemistry module; To relate the commitments implied in the ways of thinking about the chemical element with the zones of the conceptual profile of the atom throughout the interactions with different research instruments. For this, assumptions from the Theory of Conceptual Profiles and relations between senses and meanings expressed by preservice teachers of chemistry in classroom dialogues in a module of the course for formation of chemistry teachers, at Federal Rural University of Pernambuco were considered, based on various research resources, which provided constitutive components in the analysis process. Thus, a qualitative methodology was adopted that provides an analysis in the expansion of the concepts, hence for data recording was used the audio recording and written records in questionnaires, during the didactic sequence developed in three moments. The audio recordings with the discursive interactions were transcribed for analysis, and answers given to the questionnaires were organized for a better understanding and analysis, thus this set of information provided the collected database. To analyze the convergences and dissonances of the different ways of thinking about the chemical element and the atom, as well as the importance for the learning process of the participants, we used the categories "teachers’ intentions” and “teachers’ interventions" from the analytical tool proposed by Scott and Mortimer (2012), to explain the dynamics of the discursive interactions in classroom. The results demonstrate a relationship between the concepts of atom and chemical element in three different perceptions, the first entitled "Atom and the chemical element are the same chemical entity" in which there is the same intuitive understanding for the concepts, the second named "Atom and chemical element are a representation" when they deal with these ideas linked to the notion of chemical substance and the third conception called "Atom and chemical element related to ontological change" when they are understood in an abstract way. Demonstrating different worldviews presented by the undergraduates who have already been part of historical discussions, as well as more current conceptual issues, which were possible because they occurred during an academic environment with undergraduate students, demonstrating a need for a better expansion of the approach to structuring concepts still in basic education.