Perspectivas sobre a construção do conhecimento científico de estudantes de diferentes níveis em uma aula de Química integrada à Natureza da Ciência
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n3p596Keywords:
Nature of Science, Chemistry Education, Mixed-classAbstract
This is a qualitative case study on the understanding of students at different educational levels regarding the process of constructing scientific knowledge in the context of a chemistry class incorporating Nature of Science (NOS), based on the second and third versions of the Model of Science for Science Education. The class was planned and taught by pre-service teachers as part of an elective course at a federal university in the southeast of the country. The study was conducted on a non-school Saturday, in a state school, in a peripheral region. Four high school students, and two teachers from the school itself (Portuguese and chemistry), participated in this class voluntarily. The analysis of the discussions resulted in the identification of 12 aspects of NOS distributed across four areas of knowledge in dialogue with the literature in the field of science education. While the participating teachers demonstrated a more grounded understanding about science, the students were more actively involved in the more contextualized part of the lesson, and less when it was focused on specific chemical content. The heterogeneity of the class allowed the exchange of knowledge among them, highlighting the potential of mixed-groups context for integrating NOS into chemistry education.References
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