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

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 o...

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Principais autores: Camargo, Luana Carol de, Asquel, Sara de Simas, Oliveira, Brenno Ralf Maciel
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2018
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/7998
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spelling peri-article-79982022-10-18T23:54:03Z Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game Problematizando o ensino de modelos atômicos: uma exploração sobre as representações e o uso de um jogo didático Camargo, Luana Carol de Asquel, Sara de Simas Oliveira, Brenno Ralf Maciel 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. O presente trabalho busca discutir sobre o ensino de modelos atômicos no ensino médio, a partir do uso de diversificados recursos didáticos, buscando-se superar algumas das dificuldades atreladas ao processo ensino-aprendizagem deste conteúdo. Para tal, planejou-se uma sequência de aulas em que se explorou o uso de representações mentais, modelos e um jogo didático. O planejamento foi realizado por licenciandas em química e aplicado com alunos do primeiro ano do Ensino Médio em uma escola estadual de Joinville/SC. A exploração e discussão sobre as representações mentais do átomo, a partir de desenhos feitos pelos alunos, mostraram-se importantes para problematizar a ideia da criação de modelos para algo que não se vê, refletindo sobre o papel dos atomistas. O uso dos modelos auxiliou diretamente nessa (re)construção da compreensão acerca de cada modelo atômico estudado. Os jogos didáticos promoveram a participação e curiosidade da turma, proporcionaram melhoras no aprendizado dos alunos a partir da interação estabelecida entre eles, revelando-se ser uma importante ferramenta de avaliação para a aprendizagem. As ferramentas utilizadas mostraram bom potencial para o ensino de modelos atômicos, mas precisam de uma mediação consciente do professor. Conclui-se ser fundamental que o ensino de modelos atômicos seja precedido, ou problematizado concomitantemente, por discussões que tenham por base o uso da linguagem, a exploração da ideia de representação e uso de modelos e analogias, para dar coerência ao aprendizado dos estudantes. Universidade Tecnológica Federal do Paraná (UTFPR) 2018-11-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais application/pdf text/html http://periodicos.utfpr.edu.br/actio/article/view/7998 10.3895/actio.v3n3.7998 ACTIO: Teaching in Sciences; v. 3, n. 3 (2018); 197-213 ACTIO: Docência em Ciências; v. 3, n. 3 (2018); 197-213 2525-8923 10.3895/actio.v3n3 por http://periodicos.utfpr.edu.br/actio/article/view/7998/5735 http://periodicos.utfpr.edu.br/actio/article/view/7998/5736 Direitos autorais 2018 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Camargo, Luana Carol de
Asquel, Sara de Simas
Oliveira, Brenno Ralf Maciel
spellingShingle Camargo, Luana Carol de
Asquel, Sara de Simas
Oliveira, Brenno Ralf Maciel
Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game
author_sort Camargo, Luana Carol de
title Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game
title_short Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game
title_full Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game
title_fullStr Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game
title_full_unstemmed Problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game
title_sort problematizing the teaching of atomic models: an exploration about representations and the use of a didactic game
description 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.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2018
url http://periodicos.utfpr.edu.br/actio/article/view/7998
_version_ 1805451109117984768
score 10,814766

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