Epistemological profile of chemical bonding : evaluation of knowledge construction in high school.
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2021
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Resumo
This work aims to evaluate the evolution of chemical bonding concepts of
high school students at public schools in southern Brazil. For this, we built the
epistemological profile of each student who took part in a teaching-learning sequence
(TLS) about this topic, based on the foundations of Bachelard’s theory. Following the
principles of the qualitative survey, we applied questionnaires to monitor the students’ ideas.
The results revealed that the construction of knowledge took place by overcoming
epistemological obstacles linked to the realist and empiricist philosophical zones. Most
students (55.2%) presented a mostly rationalist profile at the end of the research, but
misconceptions already found in the literature constitute strong barriers to the construction
of knowledge, among which the nature of chemical bonds and chemical stability stand out.
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High School - introductory Chemistry, Chemical education research, Misconceptions - discrepant events, Ionic bonding, Covalent bonding
Citação
PAZINATO, M. S. et al. Epistemological profile of chemical bonding: evaluation of knowledge construction in high school. Journal of Chemical Education, v. 98, n. 2, p. 307-318, 2021. Disponível em: <https://pubs.acs.org/doi/10.1021/acs.jchemed.0c00353>. Acesso em: 11 out. 2022.