Contributions of a didactic sequence with tactile models for the university students’ mental representations about proteins
DOI:
https://doi.org/10.22600/1518-8795.ienci2019v24n2p17Keywords:
Mental models, Johnson-Laird, Proteins, Science teaching, Higher educationAbstract
This study investigated the mental representations of proteins among thirteen university students from two Natural Sciences courses, and the contribution of an educational method to the formation or restructuring of these representations. An initial interview was carried out followed by a nine-hour course on proteins and a final interview. The course was based on practical activities using models for the assembly of biomolecules. Written and audiovisual data were collected. In addition, tactile models of protein structures assembled with low cost materials by the students were evaluated. Data underwent content analysis, and the Johnson-Laird’s theory of Mental Models was used to categorize students into modelers and non-modelers and respective subcategories. The educational method promoted an increase in the number of modelers among students, who build tactile models with associated explanations that were more complex and included detailed information on intra and intermolecular interactions.References
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