La chimie est un sujet difficile étant donné ses concepts nombreux et souvent peu intuitifs. Mais au-delà de ces difficultés d’ordre épistémologique, l’apprentissage de la chimie peut être en péril lorsqu’il s’appuie sur des fondations instables, mêlées de conceptions alternatives. Les conceptions alternatives sont les représentations internes, tacites, des étudiants, qui sont en désaccord avec la théorie scientifiquement acceptée. Leur présence dans leur esprit peut nuire à la compréhension conceptuelle, et elle peut mener les étudiants à expliquer le comportement de la matière incorrectement et à faire des prédictions inexactes en chimie. Les conceptions alternatives sont réputées répandues et difficiles à repérer dans un cadre traditionnel d’enseignement. De nombreuses conceptions alternatives en chimie ont été mises en lumière par différents groupes de chercheurs internationaux, sans toutefois qu’une telle opération n’ait jamais été réalisée avec des étudiants collégiaux québécois. Le système d’éducation postsecondaire québécois représentant un contexte unique, une étude des difficultés particulières de ces étudiants était nécessaire pour tracer un portrait juste de la situation. De plus, des chercheurs proposent aujourd’hui de ne pas faire uniquement l’inventaire des conceptions, mais de s’attarder aussi à étudier comment, par quel processus, elles mènent à de mauvaises prédictions ou explications. En effet, ils soutiennent que les catalogues de conceptions ne peuvent pas être facilement utilisés par les enseignants, ce qui devrait pourtant être la raison pour les mettre en lumière : qu’elles soient prises en compte dans l’enseignement. Toutefois, aucune typologie satisfaisante des raisonnements et des conceptions alternatives en chimie, qui serait appuyée sur des résultats expérimentaux, n’existe actuellement dans les écrits de recherche. Plusieurs chercheurs en didactique de la chimie suggèrent qu’une telle typologie est nécessaire et devrait rendre explicites les modes de raisonnement qui mettent en jeu ces conceptions alternatives. L’explicitation du raisonnement employé par les étudiants serait ainsi la voie permettant de repérer la conception alternative sur laquelle ce raisonnement s’appuie. Le raisonnement est le passage des idées tacites aux réponses manifestes. Ce ne sont pas toutes les mauvaises réponses en chimie qui proviennent de conceptions alternatives : certaines proviennent d’un manque de connaissances, d’autres d’un agencement incorrect de concepts pourtant corrects. Comme toutes les sortes de mauvaises réponses d’étudiants sont problématiques lors de l’enseignement, il est pertinent de toutes les considérer. Ainsi, ces préoccupations ont inspiré la question de recherche suivante : Quelles conceptions alternatives et quels processus de raisonnement mènent les étudiants à faire de mauvaises prédictions en chimie ou à donner de mauvaises explications du comportement de la matière? C’est pour fournir une réponse à cette question que cette recherche doctorale a été menée. Au total, 2413 étudiants ont participé à la recherche, qui était divisée en trois phases : la phase préliminaire, la phase pilote et la phase principale. Des entrevues cliniques ont été menées à la phase préliminaire, pour explorer les conceptions alternatives des étudiants en chimie. Lors de la phase pilote, des questionnaires à choix multiples avec justification ouverte des réponses ont été utilisés pour délimiter le sujet, notamment à propos des notions de chimie les plus pertinentes sur lesquelles concentrer la recherche et pour mettre en lumière les façons de raisonner des étudiants à propos de ces notions. La phase principale, quant à elle, a utilisé le questionnaire à deux paliers à choix multiples « Molécules, polarité et phénomènes » (MPP) développé spécifiquement pour cette recherche. Ce questionnaire a été distribué aux étudiants via une adaptation de la plateforme Web ConSOL, développée durant la recherche par le groupe de recherche dont fait partie la chercheuse principale. Les résultats montrent que les étudiants de sciences de la nature ont de nombreuses conceptions alternatives et autres difficultés conceptuelles, certaines étant très répandues parmi leur population. En particulier, une forte proportion d’étudiants croient que l’évaporation d’un composé entraîne le bris des liaisons covalentes de ses molécules (61,1 %), que tout regroupement d’atomes est une molécule (78,9 %) et que les atomes ont des propriétés macroscopiques pareilles à celles de l’élément qu’ils constituent (66,0 %). D’un autre côté, ce ne sont pas toutes les mauvaises réponses au MPP qui montrent des conceptions alternatives. Certaines d’entre elles s’expliquent plutôt par une carence dans les connaissances antérieures (par exemple, lorsque les étudiants montrent une méconnaissance d’éléments chimiques communs, à 21,8 %) ou par un raisonnement logique incomplet (lorsqu’ils croient que le seul fait de posséder des liaisons polaires rend nécessairement une molécule polaire, ce qu’on observe chez 24,1 % d’entre eux). Les conceptions alternatives et les raisonnements qui mènent à des réponses incorrectes s’observent chez les étudiants de première année et chez ceux de deuxième année du programme de sciences, dans certains cas avec une fréquence diminuant entre les deux années, et dans d’autres, à la même fréquence chez les deux sous-populations. Ces résultats permettent de mitiger l’affirmation, généralement reconnue dans les écrits de recherche, selon laquelle les conceptions alternatives sont résistantes à l’enseignement traditionnel : selon les résultats de la présente recherche, certaines d’entre elles semblent en effet se résoudre à travers un tel contexte d’enseignement. Il demeure que plusieurs conceptions alternatives, carences dans les connaissances antérieures de base et erreurs de raisonnement ont été mises en lumière par cette recherche. Ces problèmes dans l’apprentissage mènent les étudiants collégiaux à faire des prédictions incorrectes du comportement de la matière, ou à expliquer ce comportement de façon incorrecte. Au regard de ces résultats, une réflexion sur l’enseignement de la chimie au niveau collégial, qui pourrait faire une plus grande place à la réflexion conceptuelle et à l’utilisation du raisonnement pour la prédiction et l’explication des phénomènes étudiés, serait pertinente à tenir. / The difficulties found in learning Chemistry are mostly ascribed to the fact that it comprises many complex and counter-intuitive concepts. But beyond these epistemological challenges, learning chemistry can be in jeopardy when it relies on learners’ unstable foundations mixed with alternative conceptions. Alternative conceptions are tacit internal representations that students hold in disagreement with scientifically accepted theories. The presence of alternative conceptions in students’ minds might harm their conceptual understanding leading them to wrongly explain the behaviour of matter and to make incorrect predictions in chemistry. Alternative conceptions are recognised as widespread and difficult to identify in a traditional educational setting. Many alternative conceptions in chemistry have been identified by different groups of researchers in international settings, but such an operation has never been carried out with Quebec college students. As Quebec’s post-secondary education system represents a unique context, a study of the particular difficulties of students in this system was necessary to draw an accurate picture of the situation. Furthermore, researchers presently suggest not only to list such alternative conceptions, but also to explore by what processes they lead to wrong predictions or explanations. Researchers indeed argue that mere lists of alternative conceptions cannot be easily used by teachers, who should be the target audience for these results if they are to take into account alternative conceptions in their teaching. However, no satisfactory typology of reasoning processes and alternative conceptions in chemistry exists today in the research literature. Several researchers in chemistry education suggest that such a typology is needed and should render explicit the reasoning processes involving these alternative conceptions. Explicitation of the reasoning used by the students while performing a task in chemistry would be the way to identify the alternative conception on which this reasoning is based. Reasoning is viewed as the process that proceeds from implicit ideas to explicit answers. Not all wrong answers in chemistry come from alternative conceptions: some come from a lack of knowledge, other from logical errors. Since all types of wrong answers from students are problematic during teaching, it is relevant to consider them all. Thus, these concerns have inspired the following research question: What alternative conceptions and modes of reasoning lead students to make poor predictions in chemistry or to give wrong explanations of the behavior of matter? This doctoral research was conducted to provide an answer to this question. In total, 2,413 students enrolled in Science programmes in Québec’s college (postsecondary pre-university) system were involved in this research, which was divided into three phases: preliminary phase, pilot phase and main phase. Clinical interviews were conducted in the preliminary phase to explore chemistry students’ alternative conceptions. During the pilot phase, multiple-choice questions with open-ended justification were used to delimit the chemistry topics to be studied and to highlight ways of reasoning that students use. The main phase, for its part, used the two-tier “Molecules, Polarity and Phenomena” questionnaire (MPP) developed specifically for this research. The questionnaire was distributed to students via an adaptation of the Consol Web platform, developed by the research group of the principal investigator of this doctoral study. The results show that Science students hold several alternative designs, some of which are quite widespread among the population. In particular, a high proportion of students believe that evaporation causes the breaking of covalent bonds of the molecules (61.1 %), that all atom groups are molecules (78.9 %) and that atoms have similar macroscopic properties as the element (66.0 %). On the other hand, not all bad answers in the MPP show alternative conceptions. Some of them are rather explained by a deficiency in prior knowledge (for example, when students show a lack of knowledge of common chemical elements, 21.8 %) or an incomplete logical reasoning (when they believe the mere possession of polar bonds necessarily makes a molecule polar, which is observed in 24.1% of them). Alternative conceptions and reasoning that lead to incorrect answers are found among first-year and second-year students in the Science program, in some cases with decreasing frequency between the two years, and in others, at the same frequency in both subpopulations. These results mitigate the statement generally found in the research literature, that alternative conceptions are resistant to traditional teaching: according to the results of this research, some of them seem to actually be resolved through such a teaching context. The fact remains, however, that several alternative conceptions, deficiencies in basic prior knowledge and reasoning errors have been highlighted by this research. These learning problems lead college students to make incorrect predictions about the behaviour of matter, or to explain this behaviour incorrectly. In view of these results, a reflection on the teaching of chemistry at the college level, placing a greater emphasis on conceptual thinking and the use of reasoning for the prediction and explanation of the studied phenomena, should be considered.

<div>In the United States, there has been an increased emphasis on science, technology, engineering, and mathematics (STEM), and especially engineering, in pre-college settings. There are several potential benefits of this, including: increasing the quantity and diversity of students who pursue STEM careers, improving all students’ technological literacy, and improving student learning in the STEM disciplines. While current standards support the integration of the four STEM disciplines in pre-college classrooms, research still needs to be done to determine which models of STEM integration are effective and how and why they impact student learning. The context of this study is a model of STEM integration called engineering design-based STEM integration. The purpose of this study was to do an in-depth exploration of students’ use of science conceptions during an engineering design-based STEM integration unit, with additional focus on how engineering design, redesign, teamwork, and communication influence students’ use of science conceptions. For this study, the unit was designed to address middle school-level physical science concepts related to heat transfer, including temperature, thermal energy, and processes of heat transfer (i.e., conduction, convection, and radiation).</div><div><br></div><div>An embedded case study design was used to explore students’ science conceptions while they participated in an engineering design STEM integration unit. The case was one student team from a seventh-grade science class, and the students within the team were the embedded sub-units. Data were collected on each day of the unit’s implementation; these data included video of the student team and entire classroom, audio of the student team, observations and field notes, and student artifacts, including their engineering notebooks. Data were analyzed primarily using methods from qualitative content analysis. Themes emerged for the whole team, with emphasis on specific students when appropriate.</div><div><br></div><div>The results show that there were a few key features of engineering (i.e., engineering design, redesign, teamwork, and communication) that influenced students’ use of heat transfer conceptions. During much of the problem scoping stage, which included the science lessons focused on heat transfer, students mostly used scientific conceptions about conduction, convection, and radiation. However, when they needed to think about those three processes of heat transfer together, as well as apply them to the context of the engineering design challenge, the students began to use a larger mix of scientific conceptions and alternative conceptions. Several alternative conceptions emerged when they combined ideas and vocabulary from conduction and radiation to create one set of rules about thermal properties of materials (i.e., did not distinguish between conduction and radiation). Even when they used scientific conceptions, the students sometimes applied the conceptions unscientifically when designing, which led them to create a prototype that performed poorly. However, the student team then learned from the failures of their first design and redesigned, during which they appropriately used mostly scientific conceptions. In other words, the opportunity to learn from failure and redesign was critical to this team’s use of correct conceptions about heat transfer. Two other features of engineering that emerged were teamwork and communication through notebooks. Students on the team learned from each other, but they learned both scientific and alternative conceptions from each other and from their peers on other teams. Engineering notebooks proved to be somewhat helpful to students, since they referred to them a few times when designing, but more importantly they were helpful in revealing students’ conceptions, especially for one student on the team who rarely spoke.</div><div><br></div><div>The findings of this study contribute to future development and implementation of other engineering design-based STEM integration curricula because they show how various features of engineering influenced this student team’s use of science conceptions. In particular, the results demonstrate the importance of giving students the opportunity to learn from failure and redesign, since this process can help students use more scientific conceptions and potentially repair their alternative conceptions. Additionally, it is important for curriculum developers and teachers to think carefully about the transition from problem scoping to solution generation and how to include effective scaffolds for students to help them combine their conceptions from science lessons and apply them correctly when designing. These results also have implications related to heat transfer conceptions, as the student team in this study demonstrated some scientific and alternative conceptions that were already in the literature. Additionally, they used alternative conceptions when they confused concepts from conduction and radiation, which are not in literature about pre-college heat transfer conceptions. These findings suggest that more research should be done to explore the interaction of engineering design and students’ science conceptions, especially heat transfer conceptions.</div>

Orientador: Roberto Nardi / Banca: Marcos César Danhoni Neves / Banca: Maria Inez Mateus Dota / Resumo: A pesquisa identifica alguns padrões relativos às perspectivas dos professores dos anos iniciais do ensino fundamental em relação ao ensino da astronomia e analisa suas reflexões sobre uma possível inserção deste tema na formação inicial e continuada de docentes. A preocupação com o tema é justificada em função do caráter interdisciplinar da astronomia, uma vez que esta interage facilmente com praticamente todas as disciplinas, possuindo grande potencial educativo, além de se constatar empiricamente uma grande difusão de concepções de senso comum referentes aos fenômenos astronômicos. O estudo, de natureza qualitativa, é norteado por uma revisão crítica da literatura na área e a análise dos discursos de uma amostra de docentes dos anos iniciais do ensino fundamental. As enunciações desses docentes sobre temas astronômicos e suas inquietações em relação ao ensino da astronomia são interpretadas segundo os princípios e procedimentos da análise do discurso em sua linha francesa, conforme divulgado no Brasil por Orlandi (1999). Os resultados apontam para a existência de falhas na formação dos docentes em conteúdos de astronomia e, por outro lado, indicam algumas sugestões metodológicas para a prática de ensino sobre o tema. Assumindo a posição de que os conteúdos são preponderantes no desenvolvimento de competências nos estudantes e embasadas em resultados de pesquisas em educação em ciências e nas sugestões metodológicas decorrentes dos discursos dos sujeitos entrevistados, as conclusões desse estudo fornecem subísios para a elaboração de um programa de educação continuada e/ou inicial, visando uma mudança de postura na prática pedagógica dos docentes / Abstract: The research identifies some relative patterns to the teachers' perspectives of the initial years of the fundamental teaching in relation to the teaching of the astronomy and it analyzes their reflections about a possible insert of this theme in the initial and continuous formation of professors. The concern with the theme is justified in function of the character interdisciplinary of the astronomy, once this interacts easily with practically all the disciplines, possessing great educational potential, besides verifying a great diffusion of conceptions of common sense referring empirically to the astronomical phenomena. The study, of qualitative nature, it is orientated by a critical revision of the literature in the area and the analysis of the discourses of a teacher' sample of the initial years of the fundamental teaching. Those teachers' enunciations about astronomical themes and your inquietudes in relation to the teaching of astronomy are interpreted according to the beginnings and procedures of the discourse's analysis in your french line, as published in Brazil by Orlandi (1999). The results appear for the existence of flaws in the teachers' formation in contents of astronomy and, on the other hand, they indicate some methodological suggestins for the teaching practice on the theme. Assuming the position that the contents are preponderant in the development of competences in the students and based in results of researches in science education and in the current methodoological suggestins of the subjects interviewees' discourses, the conclusions of that study supply subsidies for the elaboration of a program of education continued and/or initial, seeking a posture change in pedagogic practice of the teachers / Mestre

Dada a importância da ciência no desenvolvimento humano, a adoção da alfabetização científica como meta educacional mundial e o papel fundamental da educação formal nesse sentido, muito se tem feito para promover a educação continuada dos professores de ciências. Se se discute quais habilidades e competências são importantes para a atividade didática, o bom conhecimento do conteúdo é consenso. A análise dos registros do curso a distância Bioquímica das Drogas, planejado, ministrado, avaliado e aprimorado neste trabalho e oferecido a professores de Biologia, Química e Ciências da rede pública de ensino do Estado de São Paulo, revelou que: (1) o modelo de ensino em ambientes virtuais e de aprendizagem colaborativa pode ser adequadamente aplicado na formação continuada de professores, embora com restrições relacionadas ao letramento digital; (2) a participação de pós-graduandos na equipe didática trouxe valiosa contribuição para o projeto e para sua formação didática em EaD; (3) os professores têm diversas concepções alternativas em bioquímica, sobretudo com relação à complexidade da estrutura de proteínas e às inter-relações dos metabolismos de carboidratos, lipídeos e proteínas e (4) as intervenções didáticas realizadas foram eficientes para promover a aprendizagem de concepções científicas sobre o tema, incluindo as relacionadas às concepções alternativas detectadas. / Given the importance of Science to human development, the adoption of scientific literacy as a global educational goal, and the major role of formal education, many efforts have been made to promote continuing education of science teachers. While the discussion on which didactic skills are essential to teacher education still endures, mastering the subject matter remains a consensus. This work focuses on designing, implementing, and improving the distant education course Biochemistry of Drugs, offered to science teachers of public schools in São Paulo, Brazil. The analysis of the course records revealed that: (1) the collaborative learning model in virtual environments is adequate to teachers\' continuing education, although with some restrictions concerning digital literacy issues; (2) joining graduate students to the teaching staff contributed positively to the project itself as well as to the didactic training of the latter in distance education; (3) school teachers displayed several alternative conceptions in biochemistry, remarkably on the topics of protein structure and the correlation of the metabolism of carbohydrates, lipids and proteins; (4) the instruction efficiently facilitated learning of biochemical concepts, including those related to the misconceptions detected.

O principal interesse desta pesquisa foi descrever e analisar o resultado do aprendizado de conceitos relacionados ao tema equilíbrio químico buscando as concepções dos alunos, sobre aspectos gerais dos sistemas em equilíbrio químico e os aspectos gerais de sistemas ácido base em equilíbrio químico. Para isso acompanhamos e gravamos o áudio das aulas referentes ao ensino do conceito de equilíbrio químico ao longo das disciplinas de Química Geral II e Química Analítica I, no IQUSP. Ao longo das disciplinas aplicamos avaliações iniciais, progressivas e finais. Os resultados foram apresentados em três itens, no primeiro apresentamos a análise da avaliação inicial (AI) e avaliação final (AF), aplicadas na disciplina de Química Geral II (QGII), onde discutimos as concepções sobre aspectos gerais dos sistemas em equilíbrio químico. No segundo item, apresentamos a discussão da avaliação inicial (AI) e avaliação final (AF) aplicada na disciplina de Química Analítica I (QAI), nestas avaliações investigamos os aspectos gerais de sistemas ácido base em equilíbrio químico. No terceiro item, apresentamos a análise das respostas de um aluno, que respondeu todos os testes ao longo das disciplinas de Química Geral II e Química Analítica I, buscando uma reflexão sobre o processo de aprendizagem sobre os modelos do equilíbrio químico e os modelos ácido base, as constantes de equilíbrio químico, as forças de ácidos e bases, solução tampão, e as possíveis alterações promovidas em um sistema em equilíbrio químico, que são conceitos relacionados ao tema equilíbrio químico. A análise dos dados permitem concluir que, após as aulas de Química Geral, referentes ao tema, os alunos passaram a caracterizar corretamente o equilíbrio químico nos níveis macroscópicos e microscópicos, e a comparar o coeficiente de reação com a constante de equilíbrio para fazer previsões de uma mistura reacional. Entretanto, alguns alunos ainda não demonstram uma boa compreensão do significado e das possíveis aplicações da constante de equilíbrio, definindo-a apenas a partir da descrição da sua fórmula matemática. Também não relacionam a constante de equilíbrio químico com a temperatura, aplicando apenas o Principio de Le Chatelier para prever as alterações no sistema em equilíbrio químico. Observamos também que há uma dificuldade para descrever e explicar ácido e base, a partir de um nível eletrônico, usando o modelo de Lewis. Identificamos também algumas dificuldades conceituais e concepções alternativas, que permaneceram mesmo após instrução, tais como: confusões nos modelos que definem ácidos e bases, confusões com a aplicação dos conceitos dissociação e ionização e concepções alternativas referente ao equilíbrio ácido base. Com relação as alterações promovidas em um sistema em equilíbrio químico, observamos que os alunos, de forma geral, justificam o deslocamento do equilíbrio destacando principalmente o Princípio de Le Chatelier. Esperamos favorecer uma reflexão para o ensino e aprendizagem sobre aspectos relacionados ao tema Equilíbrio Químico / The main interest of this research was describe and analyze the results of the learning concepts about chemical equilibrium, seeking the general students concepts related to, chemical equilibrium and acid-base reactions in a stage of equilibrium. To do this we followed an recorded the classes which approach the equilibrium chemical systems at disciplines General Chemistry II and Analytical Chemistry I for IQUSP chemistry students. Initial e final tests were applied throughout disciplines. The results was showed in a three sets, we present first the analysis of initial evaluation (AI) and final evaluations, applied to General Chemistry discipline, discussing concepts about general aspects in chemical equilibrium systems. Then we showed discussing initial and final evaluations applied at analytical chemistry discipline, we search in this evaluations the concepts about an acid-base reactions in chemical equilibrium. In a third step we present the answers analysis of one single student that participated of all tests throughout General II and Analytical I disciplines, seeking a reflection about the learning process on the following topics, chemical equilibrium and acid-base models, the constants, the acid-base strengths and buffer solutions, and the possible changes promoted in a chemical equilibrium system that are important concepts related to the theme. The analysis of this dates suggesting, after the General Chemistry classes, that approach the theme, that students are able to correctly characterize the chemical equilibrium at macroscopic and microscopic levels and compare the coefficient and the constant of equilibrium chemical reactions to make previsions in this systems. However some students didn´t showed a fine concept about possible the applications of theses constants, and only defining through the mathematic relation. They also couldn´t not relationed the alteration in a equilibrium constant with the temperature, appling only the Le Chatelier Principle to make previsions about the alterations in a chemical equilibrium system. We also observe the difficult to analyze and explain the acid-base models starting from electronic level, using a Lewis model. We also identified some conceptual difficulties and misconceptions, which remained even after instructions, like: confusing model which explain acid-base models, confusing at applications of dissociation and ionization concepts and alternative conceptions about acid base equilibrium systems. In relation of promoted alterations that offered to a chemical equilibrium system, we observed the students, generally, justify the displacement of equilibrium particularly focusing on Le Chatelier Principle. This work favors discussions in teaching and learning aspects concepts about the chemical equilibrium.

ABSTRACT EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquo / UNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml / mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo / attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at &Ouml / zel ENKA Middle School during fall semester of 2003&ndash / 2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo / science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo / understanding of matter concepts and their attitudes toward science as a school subject was found.

Made available in DSpace on 2014-12-17T15:04:49Z (GMT). No. of bitstreams: 1 FranciscoJoselioR.pdf: 935424 bytes, checksum: 8bf30133dd801c4b6a485a4f91b17de6 (MD5) Previous issue date: 2007-04-27 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This piece of work has investigated the alternative conceptions shown by students of secondary school, concerned to the concepts of warmth and temperature, aiming the elaboration and application of a learning strategy as of the diagnose risen from the conceptions present in students. The learning strategy was built up by a sequence of activities that involve History of Science and experiments, put in a course that had as a base the proposal of the Group of Redevelopment of Physics Teaching (GREF). We have used as the conductor wire of our research the development of thermo dynamics since the development of the first thermo machines, passing by the Industrial Revolution and the evolution of concepts of warmth and temperature. The learning strategy was applied to a group of second grade of secondary school in a public school in Mossor? (RN). By doing these activities we tried to become the concepts, which are part of thermo dynamics, more meaningful to the students. We have estimated that the application of the strategy has represented some profits to the students of the group, concerning to learning of laws and concepts of thermo dynamics (specifically the concepts of warmth and temperature), as well as what it is referred to the overcoming of its initial conceptions / Este trabalho investigou as concep??es alternativas apresentadas por alunos do Ensino M?dio, em rela??o aos conceitos de calor e de temperatura, objetivando a elabora??o e aplica??o de uma estrat?gia de ensino a partir do diagn?stico levantado das concep??es presentes nos estudantes. A estrat?gia de ensino foi constitu?da por uma seq??ncia de atividades que envolvem Hist?ria da Ci?ncia e experimentos, inseridas num curso que teve como base a proposta do Grupo de Reelabora??o do Ensino de F?sica (GREF). Utilizamos como fio condutor de nosso trabalho de pesquisa o desenvolvimento da Termodin?mica, desde o desenvolvimento das primeiras m?quinas t?rmicas, passando pela Revolu??o Industrial e a evolu??o dos conceitos de calor e de temperatura. A estrat?gia de ensino foi aplicada a uma turma do segundo ano do ensino m?dio de uma escola p?blica da cidade de Mossor? (RN). Procurou-se, com as atividades, tornar os conceitos que fazem parte da Termodin?mica mais significativos para os alunos. Avaliamos que a aplica??o da estrat?gia representou ganhos para os estudantes da turma, em termos do aprendizado das leis e conceitos da Termodin?mica (especificamente dos conceitos de calor e de temperatura), assim como no que se refere ? supera??o de suas concep??es iniciais

Made available in DSpace on 2014-12-17T15:04:57Z (GMT). No. of bitstreams: 1 JoseRVC_DISSERT.pdf: 2715338 bytes, checksum: 5573254dd1832c3e09149026c04d3108 (MD5) Previous issue date: 2011-10-27 / The interdisciplinary nature of Astronomy makes it a field of great potential to explore various scientific concepts. However, studies show a great lack of understanding of fundamental subjects, including models that explain phenomena that mark everyday life, like the phases of the moon. Particularly in the context of distance education, learning of such models can be favored by the use of technologies of information and communication. Among other possibilities, we highlight the importance of digital materials that motivate and expand the forms of representation available about phenomena and models. It is also important, however, that these materials promote the explicitation of student's conceptions, as well as interaction with the most central aspects of the astronomical model for the phenomenon. In this dissertation we present a hypermedia module aimed at learning about the phases of the moon, drawn from an investigation on the difficulties with the subject during an Astronomy course for teaching training at undergraduate level at UFRN. The tests of three semesters of course were analyzed, taking into account also the alternative conceptions reported in the literature in astronomy education. The product makes use of small texts, questions, images and interactive animations. Emphasizes questions about the illumination of the Moon and other bodies, and their relationship to the sun, the perception from different angles of objects illuminated by a single source, the cause of the alternation between day and night, the identification of Moon's orbit around the Earth and the occurrence of the phases as a result of the position of observing it, and the perception of time involved in the phenomenon. The module incorporated considerations obtained from interviews with students in two poles where its given presential support for students of the course, and subjects from different pedagogical contexts. The final form of the material was used in a real situation of learning, as supplementary material for the final test of the discipline. The material was analyzed by 7 students and 4 tutors, among 56 users, in the period in question. Most students considered that the so called "Lunar Module" made a difference in their learning, the animations were considered the most prominent aspect, the images were indicated as stimulating and enlightening, and the text informative and enjoyable. The analysis of learning of these students, observing their responses to issues raised at the last evaluation, suggested gains in key aspects relating to the understanding of the phases, but also indicates more persistent difficulties. The work leads us to conclude that it is important to seek contributions for the training of science teachers making use of new technologies, with attention to the treatment of computer as a complementary resource. The interviews that preceded the use of the module, and the way student has sought the module if with questions and/or previous conflicts - established great difference in the effective contribution of the material, indicating that it should be used with the mediation of teacher or tutor, or via strategies that cause interactions between students. It is desirable that these interactions are associated with the recovery of memories of the subjects about previous observations and models, as well as the stimulus to new observations of phenomena / A caracter?stica interdisciplinar da astronomia a torna um campo de grande potencial para explorar diversos conceitos cient?ficos. Contudo, estudos demonstram grande defici?ncia na compreens?o de conte?dos fundamentais dessa ci?ncia, inclusive no que se refere a modelos que explicam fen?menos que marcam nosso cotidiano, como as fases da Lua. Particularmente em contextos de ensino a dist?ncia, a aprendizagem de tais modelos pode ser favorecida pelo uso das tecnologias da informa??o e comunica??o. Entre outras possibilidades, destacamos a import?ncia de materiais digitais que motivem e ao mesmo tempo ampliem as formas de representa??o dispon?veis sobre fen?menos e modelos. ? importante, por outro lado, que esses materiais favore?am a explicita??o das concep??es do aluno, bem como a intera??o com os elementos explicativos mais centrais do modelo astron?mico para o fen?meno. Nessa disserta??o ? apresentado um m?dulo hiperm?dia voltado ? aprendizagem sobre as fases da Lua, elaborado a partir de uma investiga??o sobre as dificuldades com o tema no contexto da oferta da disciplina Astronomia para as licenciaturas a dist?ncia da UFRN. As provas de tr?s semestres de oferta da disciplina foram analisadas, levando-se em considera??o tamb?m concep??es alternativas em Astronomia relatadas na licenciatura. O produto elaborado faz uso de pequenos textos, quest?es, imagens e anima??es interativas. D? ?nfase a questionamentos sobre a ilumina??o da Lua e de outros corpos, e sua rela??o com o Sol; a percep??o, a partir de diferentes ?ngulos, de objetos iluminados por uma fonte ?nica; a causa da altern?ncia entre dia e noite; a identifica??o da ?rbita da Lua em torno da Terra e aa ocorr?ncia das fases como resultado da posi??o de observa??o do astro; e a percep??o dos tempos envolvidos no fen?meno. Foram incorporadas, em sua elabora??o, considera??es obtidas em entrevistas realizadas como alunos de dois p?los onde s?o ofertadas as licenciaturas a dist?ncia e com pessoas envolvidas como monitoras da disciplina, na UFRN ou em contextos de divulga??o da Astronomia. A forma final assumida foi disponibilizada em contexto real de ensino, como material complementar para a realiza??o da avalia??o final da disciplina. O material foi analisado por 7 alunos e 4 tutores, dentre os 56 usu?rios do mesmo, no per?odo em quest?o. A maioria dos alunos considera que o M?dulo Lunar , como foi chamado, fez diferen?a em sua aprendizagem; as anima??es foram os elementos mais destacados; as imagens foram consideradas estimulantes e esclarecedoras, e o texto, esclarecedor e agrad?vel. A an?lise da aprendizagem desses alunos, observando suas respostas ? quest?es abordadas na ?ltima avalia??o, sugeriu ganhos em importantes aspectos referentes ao entendimento das fases, mas tamb?m indica dificuldades mais persistentes. O trabalho nos leva a concluir que ? importante buscarmos contribui??es para a forma??o de professores de Ci?ncias fazendo uso de novas tecnologias, mas com aten??o ? necessidade de que tais recursos sejam inseridos como instrumentos auxiliares de Ensino. As entrevistas que antecediam o uso do m?dulo, ou a forma como o aluno o buscava se com d?vidas e/ou conflitos pr?vios, fizeram grande diferen?a na contribui??o efetiva do material, indicando que ele deve ser utilizado com media??o de professor ou tutor, ou via estrat?gias que provoquem intera??es entre alunos. ? desej?vel que essas intera??es sejam associadas ? recupera??o das mem?rias dos sujeitos sobre observa??es anteriores, bem como ao est?mulo a novas observa??es dos fen?menos

Made available in DSpace on 2014-12-17T15:05:03Z (GMT). No. of bitstreams: 1 DaniellyFT_DISSERT.pdf: 3529330 bytes, checksum: 6a96fde6cd36a048a9a33b8c3979f6af (MD5) Previous issue date: 2013-08-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / O objetivo geral do trabalho foi identificar as concep??es alternativas dos alunos sobre fotoss?ntese vegetal para subsidiar o desenvolvimento de uma unidade did?tica baseada nos conceitos e princ?pios do desenvolvimento sustent?vel. O levantamento das concep??es alternativas ocorreu durante os anos de 2011 e 2012 em uma escola estadual de Natal-RN, na terceira s?rie do ensino m?dio dos turnos vespertino e noturno. O instrumento inicial utilizado nesse diagn?stico foi a elabora??o de desenhos pelos alunos, seguida por sua interpreta??o e categoriza??o de acordo com a expectativa elaborada para esse n?vel de escolaridade. O segundo instrumento era a realiza??o de entrevistas semiestruturadas gravadas em ?udio que pretendiam esclarecer as representa??es que geraram d?vidas nos desenhos e oportunizar outro ve?culo para identifica??o das explica??es sobre a fotoss?ntese em plantas. A maioria das concep??es alternativas identificadas foi similar ?s encontradas em outros trabalhos, contudo tamb?m foram encontradas concep??es n?o mencionadas nos referenciais te?ricos. Ambos os m?todos de reconhecimento das concep??es alternativas, mostraram-se adequados ? condi??o de heterogeneidade da escola que compreende particularidades quanto ? idade, desenvolvimento e situa??o socioecon?mica dos alunos. A unidade did?tica foi planejada e desenvolvida para minimizar e/ou contornar as concep??es alternativas identificadas nos alunos, al?m de contemplar uma abordagem baseada no desenvolvimento sustent?vel com a utiliza??o de diferentes recursos did?ticos que mobilizassem habilidades diversas. A unidade demonstrou potencial para esclarecimentos das concep??es e desenvolvimento do conte?do para alunos da terceira s?rie do ensino m?dio que n?o haviam estudado o tema. A abordagem com base no desenvolvimento sustent?vel para a fotoss?ntese vegetal atendeu aos objetivos de integra??o entre os fatores sociais, ambientais e econ?micos para ampliar os conhecimentos sobre o processo

O principal interesse desta pesquisa foi descrever e analisar o resultado do aprendizado de conceitos relacionados ao tema equilíbrio químico buscando as concepções dos alunos, sobre aspectos gerais dos sistemas em equilíbrio químico e os aspectos gerais de sistemas ácido base em equilíbrio químico. Para isso acompanhamos e gravamos o áudio das aulas referentes ao ensino do conceito de equilíbrio químico ao longo das disciplinas de Química Geral II e Química Analítica I, no IQUSP. Ao longo das disciplinas aplicamos avaliações iniciais, progressivas e finais. Os resultados foram apresentados em três itens, no primeiro apresentamos a análise da avaliação inicial (AI) e avaliação final (AF), aplicadas na disciplina de Química Geral II (QGII), onde discutimos as concepções sobre aspectos gerais dos sistemas em equilíbrio químico. No segundo item, apresentamos a discussão da avaliação inicial (AI) e avaliação final (AF) aplicada na disciplina de Química Analítica I (QAI), nestas avaliações investigamos os aspectos gerais de sistemas ácido base em equilíbrio químico. No terceiro item, apresentamos a análise das respostas de um aluno, que respondeu todos os testes ao longo das disciplinas de Química Geral II e Química Analítica I, buscando uma reflexão sobre o processo de aprendizagem sobre os modelos do equilíbrio químico e os modelos ácido base, as constantes de equilíbrio químico, as forças de ácidos e bases, solução tampão, e as possíveis alterações promovidas em um sistema em equilíbrio químico, que são conceitos relacionados ao tema equilíbrio químico. A análise dos dados permitem concluir que, após as aulas de Química Geral, referentes ao tema, os alunos passaram a caracterizar corretamente o equilíbrio químico nos níveis macroscópicos e microscópicos, e a comparar o coeficiente de reação com a constante de equilíbrio para fazer previsões de uma mistura reacional. Entretanto, alguns alunos ainda não demonstram uma boa compreensão do significado e das possíveis aplicações da constante de equilíbrio, definindo-a apenas a partir da descrição da sua fórmula matemática. Também não relacionam a constante de equilíbrio químico com a temperatura, aplicando apenas o Principio de Le Chatelier para prever as alterações no sistema em equilíbrio químico. Observamos também que há uma dificuldade para descrever e explicar ácido e base, a partir de um nível eletrônico, usando o modelo de Lewis. Identificamos também algumas dificuldades conceituais e concepções alternativas, que permaneceram mesmo após instrução, tais como: confusões nos modelos que definem ácidos e bases, confusões com a aplicação dos conceitos dissociação e ionização e concepções alternativas referente ao equilíbrio ácido base. Com relação as alterações promovidas em um sistema em equilíbrio químico, observamos que os alunos, de forma geral, justificam o deslocamento do equilíbrio destacando principalmente o Princípio de Le Chatelier. Esperamos favorecer uma reflexão para o ensino e aprendizagem sobre aspectos relacionados ao tema Equilíbrio Químico / The main interest of this research was describe and analyze the results of the learning concepts about chemical equilibrium, seeking the general students concepts related to, chemical equilibrium and acid-base reactions in a stage of equilibrium. To do this we followed an recorded the classes which approach the equilibrium chemical systems at disciplines General Chemistry II and Analytical Chemistry I for IQUSP chemistry students. Initial e final tests were applied throughout disciplines. The results was showed in a three sets, we present first the analysis of initial evaluation (AI) and final evaluations, applied to General Chemistry discipline, discussing concepts about general aspects in chemical equilibrium systems. Then we showed discussing initial and final evaluations applied at analytical chemistry discipline, we search in this evaluations the concepts about an acid-base reactions in chemical equilibrium. In a third step we present the answers analysis of one single student that participated of all tests throughout General II and Analytical I disciplines, seeking a reflection about the learning process on the following topics, chemical equilibrium and acid-base models, the constants, the acid-base strengths and buffer solutions, and the possible changes promoted in a chemical equilibrium system that are important concepts related to the theme. The analysis of this dates suggesting, after the General Chemistry classes, that approach the theme, that students are able to correctly characterize the chemical equilibrium at macroscopic and microscopic levels and compare the coefficient and the constant of equilibrium chemical reactions to make previsions in this systems. However some students didn´t showed a fine concept about possible the applications of theses constants, and only defining through the mathematic relation. They also couldn´t not relationed the alteration in a equilibrium constant with the temperature, appling only the Le Chatelier Principle to make previsions about the alterations in a chemical equilibrium system. We also observe the difficult to analyze and explain the acid-base models starting from electronic level, using a Lewis model. We also identified some conceptual difficulties and misconceptions, which remained even after instructions, like: confusing model which explain acid-base models, confusing at applications of dissociation and ionization concepts and alternative conceptions about acid base equilibrium systems. In relation of promoted alterations that offered to a chemical equilibrium system, we observed the students, generally, justify the displacement of equilibrium particularly focusing on Le Chatelier Principle. This work favors discussions in teaching and learning aspects concepts about the chemical equilibrium.