THE STUDY OF CHEMICAL TRANSFORMATIONS: AN ANALYSIS OF CONCEPTUAL CHANGE AT THE BEGINNING OF HIGH SCHOOL
DOI:
https://doi.org/10.22600/1518-8795.ienci2020v25n1p192Palabras clave:
Teaching, learning, chemical transformations, concept changeResumen
To understand the phenomenon of chemical transformations in high school, students need to comprehend the idea of conservation of matter and of non-conservation of substances during the process.By considering the hypothesis of hierarchical integration, this article aims at showing the conceptual changes produced by junior high school students through the use of a Teaching and Learning Proposal (TLP). Due to the learning difficulties presented by the students, the TLP was structured around three assumptions which are considered basic for the studying of chemical transformations: concepts (conceptual cores); approach models (macroscopic, symbolic, submicroscopic); and strategies (problem solving and counter suggestion). Qualitative research, characterized as a case study, presents the comparison between pre and posttests, in addition to the microgenetic analysis of learning, which evaluates in detail how these changes occur in a given period of time. The research was carried out with four volunteer students in four individual meetings (sessions) organized in three stages: pre-test, development of the TLP and posttest. Content analysis was the methodology employed to analyze the outcomes. Results show that both the individual theories explained by each student and their constructions involve a process that encompasses the elaboration of models with different levels of complexity, which coexist and are mobilized according to the problems proposed, being structured by a mixture of ideas constituted by implicit theories and scientific theories, that is, in the process of conceptual change, the students built new conceptual structures (each in their own time), without abandoning those that already existed, so that, they gradually differentiated and redesigned their interpretations aimingto the understanding and use of theories organized around scientifically accepted models.Citas
Adadan, E., Trundle, K. C., & Irving, K. E. (2010). Exploring grade 11 students’ conceptual pathways of the particulate nature of matter in the context of multirepresentational instuction. Journal of Research in Science Teaching, 47(8), 1004-1035. https://dx.doi.org/10.1002/tea.20366
Andersson, B. (1986). Pupils’ explanations of some aspects of chemical reactions. Science Educacion, 70 (5), 549 – 563. https://dx.doi.org/10.1002/sce.3730700508
Andersson, B. (1990). Pupils’ conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-58. https://dx.doi.org/10.1080/03057269008559981
Bardin, L. (2009). Content analysis. Lisbon, Portugal; LDA, Edições 70.
Barker,V. (2000). Beyond appearances: Students’ misconceptions about basic chemical ideas. London, United Kingdom: Royal Society of Chemistry.
Benlloch, M. (1997). Desarrollo cognitivo y teorías implícitas en el aprendizaje de las ciencias. Madrid, Spain: Visor.
Boz, Y. (2006). Turkish pupils’ conceptions of the particulate nature of matter. Journal of Science Education and Technology, 15, 2, 203-213. https://dx.doi.org/10.1007/s10956-006-9003-9
Chalon – Blanc, A. (1997). Introduction a Jean Piaget. Lisbon, Portugal: Piaget Institute.
Cooper, M. M., Corley, L. M., & Underwood, S. M. (2013). An investigation of college chemistry students’ understanding of structure-property relationships. Journal of Research in Science Teaching, 50(6), 699-721. https://dx.doi.org/10.1002/tea.21093
Delval, J. (2002). Introduction to clinical practice: discovering children's thinking. Porto Alegre, RS: Artmed.
Driver, R. (1992). Más ala de las apariencias: la conservación de la matériaem las transformaciones físicas y químicas. In R. Driver, E. Guesne, A. Tiberghien (Eds.), Ideas científicas em la infância y la adolescência.. Madrid, Spain: Ediciones Morata, S.A. Centro de Publicaciones del Ministerio de educacion y ciência.
Eymur, G., & Geban, O. (2017). The collaboration of cooperative learning and conceptual change: enhancing the students’ understanding of chemical bonding concepts. International Journal of Science and Mathematics Education,15(5), 853- 871. https://dx.doi.org/10.1007/s10763-016-9716-z
Ferreira, P. F. M., & Justi, R. S. (2008). Modelling and doing science. Química Nova na Escola, (28), 32 – 36. Retrieved from http://qnesc.sbq.org.br/online/qnesc28/08-RSA-3506.pdf
Gómez Crespo, M. A. (1996). Ideas y dificultades em el aprendizaje de la química. Alambique. Didática de las ciências experimentales. (7), 37 – 44. Retrieved from https://www.grao.com/ca/producte/ideas-y-dificultades-en-el-aprendizaje-de-la-quimica
Gómez Crespo, M. A. (2008). Aprendizaje e instrucción en Química. El cambio de las representaciones de los estudiantes sobre la materia. Tesis doctoral. Ministerio de Educación, Política Social e Deporte. Secretaria de Estado de Educación y Formación. Centro de Investigación y Documentación Educativa (CIDE). Edita: Secretaría General Técnica.
Gómez Crespo, M. A., Pozo, J. I., Sanz, A., &, Limón, M. (1992). La estrutura de los conocimientos prévios en Química: una propuesta de núcleos conceptuales. Investigación en la Escuela, (18), 21 – 40. Retrieved from https://revistascientificas.us.es/index.php/IE/issue/view/618
Gómez Crespo, M. A., Pozo, J. I., & Guitérrez Julián, M. S. (2004). Enseñando a compreender la natureza de la matéria: el diálogo entre la química y nuestros sentidos. Educación Química, (15), 198 - 209. Retrieved from http://www.revistas.unam.mx/index.php/req/issue/view/5027/showToc
Herron, J. (1975). Piaget for Chemists. Explaining what “good” students cannot understand. Journal of chemistry Education, 52(3),146. https://dx.doi.org/10.1021/ed052p146
Johnstone, A. H. (1982). Macro and microchemistry. The School Science Review, 64, 377 – 379.
Johnstone, A. H. (2000). Teaching of chemistry – logical or psychological? Chemistry Education: Research and Practice in Europe, 9 – 15. Retrieved from pubs.rsc.org/en/content/articlelanding/2000/rp/a9rp90001b
Justi, R. S. (1998). Can affinity between substances explain chemical reactions? Química Nova na Escola, (7), 26-29. Retrieved from http://qnesc.sbq.org.br/online/qnesc07/historia.pdf
Karatas, O. F., Ünal, S., Durland, G., & Bodner, G. (2013). What do we know about students’beliefs? changes in students’ conceptions of the particulate nature of matter from pre- instruction to college. In G. Tsaparlis & S. Hannah (Eds.), Concepts of Matter in Science Education. (pp. , 231-247). Springer Dordrecht Heidelberg New York London.
Léon, O. G., & Montero, I. (2003). Métodos de investigación em psicologia y educación. (3a ed.). Madrid, Spain: McGraw-Hill.
Liang, J. Chou, C., & Chiu, M. (2011). Student test performances on behavior of gas particle and mismatch of teacher predictions. Chemistry Education Research and Practice, 12, 238-250. Retrieved from http://pubs.rsc.org/en/content/articlelanding/2011/rp/c1rp90029c#!divAbstract
Liu, K., & Lesniak, K. (2006). Progression in children’s understing of the matter concept from elementary to high school. Journal of Research in Science Teaching, 43(3), 320-347. https://dx.doi.org/10.1002/tea.20114
Lopes, A. R. C. (1995). Chemical reactions: phenomenon, transformation and representation. Química Nova na Escola, (2), 7-9. Retrieved from http://qnesc.sbq.org.br/online/qnesc02/conceito.pdf
Lüdke, M., & André, M. E. D. A. (2017). Research in education: qualitatives approaches. (2nd ed.). São Paulo, Sp: EPU.
Mortimer, E. F., & Miranda, L. C. (1995). Transformations: Students’ conceptions about chemical reactions. Química Nova na Escola, (2), 23-26. Retrieved from http://qnesc.sbq.org.br/online/qnesc02/aluno.pdf
Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children’s beliefs about matter. Journal of Research in Science Teaching, 36(7), 777–805. https://dx.doi.org/10.1002/(SICI)1098-2736(199909)36:7%3C777::AID-TEA4%3E3.0.CO;2-Z
Nakhleh, M. B., Samarapungavan, A., & Sa?lam, Y. (2005). Middle school students’ beliefs about matter. Journal of Research in Science Teaching, 42(5), 581–612. https://dx.doi.org/10.1002/tea.20065
Parnafes, O., & diSessa, A. A. (2013). Microgenetic learning analysis: A methodology for studying knowledge in transition. Human Development. 56, 5-37. https://dx.doi.org/10.1159/000342945
Potvin, P., Sauriol, E., & Riopel, M. (2015). Experimental evidence of the superiority of the prevalence model of conceptual change over the classical models and repetition. Journal of Research in Science Teaching, 52(8), 1082-1108. https://dx.doi.org/10.1002/tea.21235
Pozo, J. I. (1999). Mas allá del cambio conceptual: el aprendizaje de la ciencia como cambio representacional. Revista Enseñanza de las ciencias, 17(3), 513 – 520. Retrieved from https://ddd.uab.cat/search?cc=edlc&f=issue&p=02124521v17n3&rg=100&sf=fpage&so=a&ln=ca
Pozo, J. I. (2002). La adquisición de conocimiento científico como um proceso de cambio representacional. Investigações em ensino de ciências, 7(3), 245-270. Retrieved from https://www.if.ufrgs.br/cref/ojs/index.php/ienci/issue/view/53
Pozo, J. I. (2008). Aprendices y maestros. La psicilogía cognitiva de aprendizaje. (2a ed.). Madrid, Spain: Alianza Editorial S. A.
Pozo, J. I., & Pérez Echeverría, M. D. P. (1998). Aprender a resolver problemas e resolver problemas para aprender. In J. I. Pozo (Coord.), A Solução de Problemas. Aprender a resolver, resolver para aprender. Porto Alegre, RS: Artmed.
Pozo, J. I., & Gómez Crespo, M. A. (2009). A aprendizagem e o ensino de ciências. Do conhecimento cotidiano ao conhecimento científico. (5a ed.). Porto Alegre, RS: Artmed.
Rosa, M. I. F. P. S., & Schnetzler, R. P. (1995). About the importance of the concept of chemical transformation in the process of acquiring chemical knowledge. Química Nova na Escola, (8), 31-35. Retrieved from http://qnesc.sbq.org.br/online/qnesc08/pesquisa.pdf
Silva, D. R. (2008). Resolver problemas a partir de uma proposta pedagógica contextualizada com a realidade dos alunos: uma possibilidade para o ensino de ciências. (Dissertação de mestrado).. Programa de Pós Graduação em Educação em Ciências: Química da Vida e Saúde. Universidade Federal do Rio Grande do Sul. Porto Alegre, RS. Retrieved from https://lume.ufrgs.br/handle/10183/17350
Silva, D. R. (2011). A escola como lugar para pesquisar e usufruir da pesquisa. In D. Collares & C. R. Elias, (Coord.), Caminhos Reflexivos da Pesquisa Docente. Curitiba, PR: Honoris Causa.
Silva, D. R., & Del Pino, J. C. (2009). Algunas reflexiones sobre la relación entre el uso de resolución de problemas como estratégia metodolólica para la enseñansa de ciencias en la educación primaria y los câmbios de comportamiento del grupo em estudio. Revista Eureka sobre enseñanza e divulgacion de las ciências, 6(2), 232-246. Retrieved from https://rodin.uca.es/xmlui/handle/10498/8910
Silva, D. R., & Del Pino, J. C. (2014). Como estudantes compreendem uma reação química? Concepções sobre um processo de combustão. Ciências & Cognição (UFRJ),19, 352. Retrieved from http://www.cienciasecognicao.org/revista/index.php/cec/article/view/935
Silva, D. R., Ritter, G., Piacheski, E. A., & Del Pino, J. C. (2012). Bolhas na vida de Maria Clara: como os estudantes explicam fatos envolvendo uma transformação química. In Anais do XVI Encontro Nacional de Ensino de Química e X Encontro de Educação Química da Bahia, Salvador, BA. Retrieved from http://www.eneq2012.qui.ufba.br/
Silva, D. R.; Piacheski, E.A., & Del Pino, J. C. (2013). Antônia e seu tempo de criança: as concepções de estudantes sobre o processo de ferrugem. In: Atas do IX Encontro Nacional de Pesquisa em Educação em Ciências, Águas de Lindóia, SP. Retrieved from http://www.nutes.ufrj.br/abrapec/ixenpec/atas/
Tao, P., & Gunstone, R. F. (1999). The process of conceptual change in force and motion during computer-supported physics instruction. Journal of Research in Science Teaching. 36(7), 859-882. https://dx.doi.org/10.1002/(SICI)1098-2736(199909)36:7<859::AID-TEA7>3.0.CO;2-J
Treagust, D. F., Chandrasegaran, A. L., Halim, L., Ong, E., Zain, A. N. M., & Karpudewan, M.(2013). Understanding of basic particle nature of matter concepts by secondary school students following an intervention programme. In G. Tsaparlis & S. Hanna (Eds.), Concepts of Matter in Science Education. Springer Dordrecht Heidelberg New
Vosniadou, S. (2008). International handbook of research on conceptual change. New York: Taylor & Francis.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
La IENCI es una revista de acceso libre (Open Access) y no hay cobro de ninguna tasa ya sea por el envío o procesamiento de los artículos. La revista adopta la definición de la Budapest Open Access Initiative (BOAI), es decir, los usuarios tienen el derecho de leer, descargar, copiar, distribuir, imprimir, buscar y hacer links directos a los textos completos de los artículos publicados en esta revista.
El autor responsable por el envío representa a todos los autores del trabajo y, al enviar este artículo para su publicación en la revista está garantizando que posee el permiso de todos para hacerlo. De igual manera, garantiza que el artículo no viola los derechos de autor y que no hay plagio en lugar alguno del trabajo. La revista no se responsabiliza de las opiniones emitidas en los artículos.
Todos los artículos de publican con la licencia Reconocimiento-NoComercial 4.0 Internacional (CC BY-NC 4.0). Los autores mantienen sus derechos de autor sobre sus producciones y deben ser contactados directamente en el caso de que hubiera interés en el uso comercial de su obra.