Banca de DEFESA: LUCIANA PAULA DE ASSIS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCIANA PAULA DE ASSIS
DATE: 16/09/2020
TIME: 14:00
LOCAL: Conferência Web - Rede Nacional de Ensino e Pesquisa
TITLE:

Pedagogical Potentialities and Limitations in the Use of Analog Models for Teaching Stoichiometry in Technological Education

KEY WORDS:

Analogies, Models, Chemistry teaching

PAGES: 217
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This master's thesis, inserted in the line of research on educational practices in Science and Technology of the Graduate Program in Technological Education, presents the results of an investigation that analyzed analogies and models in the context of chemical stoichiometry. The guiding research question was: what are the pedagogical potentialities and limitations of analog models designed for the teaching of Chemistry, in the context of stoichiometry, from the perceptions of teachers of Technical Education in High School? Within the perspective of the Structural Mapping Theory, we conceive analogies as relational comparisons, that is, with a focus on the correspondence of relationships between a base domain, known, and another target domain, unknown. The models were conceived as partial representations of entities of scientific interest developed with specific pedagogical objectives. Therefore, the study investigated aspects of the processes of creation, development and appropriation of models based on analogies for teaching stoichiometry in the context of Technological Education, and analyzed the perception of teachers regarding the potential and limitations of these mediational resources in eventual usage situations. For this, the research, characterized by a qualitative approach, with the objective of an exploratory study, was developed in three stages: (i) Analysis of the analog potential of comparisons in the context of stoichiometry present in Brazilian Chemistry textbooks, through structural mappings; (ii) Elaboration of an analog model, based on structurally consistent, systematic and pragmatic analogies; (iii) Presentation of analog models for Chemistry teachers from CEFET-MG, through focus groups. In the first stage, 19 distinct resources were adopted as comparisons by the textbook authors, of these, 16 were classified according to the theoretical framework: 11 analogies, 4 abstractions and 1 relational metaphor. Only 3 were classified in other categories: 1 emerging category (comparison by contrast), 1 conventional model and 1 analog model, due to the non-classification of their characteristics in any of the other types of comparison provided by the theoretical framework. In the second stage, a consistent, systematic and pragmatic comparison inspired the development of the analogue model "balance of equations" with the aim of representing a chemical equation based on the analogy with a two-plate scale. Finally, analog and conventional models were analyzed by Chemistry teachers who identified potentialities and limitations in their uses. Although teachers do not directly relate how the use of models can contribute to a Technological Education, we highlight in the speeches of the participants, regardless of the limitations identified, that the models are an advantageous teaching tool to represent entities of scientific interest, as well as, to facilitate the applicability of students' professional and everyday concepts and procedures.

BANKING MEMBERS:
Presidente - ALEXANDRE DA SILVA FERRY
Interna - TEREZINHA RIBEIRO ALVIM
Externo à Instituição - MARCEL THIAGO DAMASCENO RIBEIRO - UFMT