Aspectos qualitativos nas transformações químicas: um olhar sobre as dificuldades de aprendizagem de alunos do Ensino Médio na perspectiva bachelardiana

Abstract

In analyzing the learning of scientific concepts in the light of the Science Philosophy according to Gaston Bachelard, it is proposed to understand the obstacles to the development of scientific ideas. The present research had as objective to study the learning difficulties of High School students about the scientific concepts related to the qualitative aspects of the chemical transformations, such as the evidence of formation of new materials, production of gas and light, seeking to evidence the presence of epistemological obstacles the first experience, the premature generalization, the realistic and substantialist obstacle that are hindrances in the signification and resignification of scientific chemical concepts in the school knowledge. The research was carried out in a public state school in the city of Manaus with students from the 1st grade of High School, based on a didactic sequence with teaching methodologies and investigative learning. The research methodology was ethnographic, such as content analysis. The results showed that the epistemological obstacles with the highest number of frequency contained in the students' comprehension were first experience, followed by the substantialist obstacle, the premature generalization and the realistic obstacle, and that the students' interpretations were based from naive realism, explaining their understandings through of naive realism or of concrete knowledge, in the apparent reality presented to the senses, without considering a greater ponderation, not meaning that all students who participated had identical behaviors. It is concluded that the investigative approach contributed in several aspects to the formation of students in a conceptual, procedural and attitudinal way, reflecting on the teaching-learning process, pointing to the need to work with investigative methodologies that make it possible to question the origin of knowledge, being always important to look for methods aligned with the process of reflection about the construction of scientific concepts, which denote the need for reflection in the light of the science philosophy.