Importância das estratégias didáticas na construção de modelos mentais na aprendizagem de conceitos em eletroquímica

Abstract

IMPORTANCE OF TEACHING STRATEGIES IN THE CONSTRUCTION OF MENTAL MODELS IN LEARNING CONCEPTS IN ELECTROCHEMISTRY - This research is part of a study on the learning of scientific concepts in Physics-Chemistry, particularly on the content of Electrochemistry addressed in High School. The study sought to understand the mental representations that students have about scientific concepts, this type of study being one of the research trends in Science Education from the nineties of the last century. Studying mental representations allows us to understand how the subject constructs, modifies and applies these concepts, in addition to enabling the analysis of their proximity to scientific concepts. The Mental Models of the students show themselves as important singular representations, with meanings that preserve a series of information related to episodes that happen in the classroom, among them, the learning of concepts, which are associated, differentiated, constructed and reconstructed for abstraction. scientific knowledge. With this, the question arises “What learning, regarding the content of Electrochemistry, are favored when using didactic situations that enable the construction of Mental Models?”. Thus, the objective of this research consisted of investigating the Mental Models of and Grade High School students about the concepts covered in Electrochemistry, analyzing how these models interfere and / or contribute to learning. For that, Didactic Models were analyzed related to the content of Electrochemistry in Chemistry Textbooks approved by the National Textbook Program 2015 and sought to recognize in the speech of Chemistry Teachers if the Textbook was used by them and their students, as how to identify the Physicochemical contents of students' most difficult learning. Then, the students' Previous Knowledge and Mental Models about Electrochemistry were raised. This is a Qualitative Research and the instruments and records used in the data collection were the textbook analysis protocol; semi-structured interviews with teachers; semi structured interviews with representatives of student groups and also mixed questionnaires and didactic situations based on the Theory of Mental Models, these being recorded by audiovisual resource and field diary. In the organization and analysis of the data, the Discursive Textual Analysis technique was used, consisting of the unitarization, categorization and construction of metatexts, communication, aided by graphs and tabulated data. The results obtained from the Didactic Books and the interview with the teachers of Physical Chemistry were analyzed in the perspective of identifying and understanding the possible Didactic Models that guide the (re) construction of the Mental Models of the students. The results obtained from the analysis of the Didactic Books show an expressive amount of Didactic Models, not being observed a certain correlation between the three dimensions of chemical knowledge in all the analyzed works, limiting the learning of electrochemical concepts. In relation to the Didactic Models expressed by the Chemistry teachers, the presence of the Traditional Model was strongly observed, although some participants of the research emphasize the valuation of methodological elements of teaching and learning as contextualization and interdisciplinarity. And, the analysis of the Mental Models of the students showed similarities to the Conceptual Models of Oxirreduction favored by the several didactic strategies used throughout the meetings.