Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-03-02T16:04:01Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação LEONARDO _ 23.11.pdf: 1767523 bytes, checksum: b8ff665cc5e9a982d0099a9ee3449892 (MD5) / Approved for entry into archive by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-03-02T16:04:40Z (GMT) No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação LEONARDO _ 23.11.pdf: 1767523 bytes, checksum: b8ff665cc5e9a982d0099a9ee3449892 (MD5) / Made available in DSpace on 2017-03-02T16:04:40Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação LEONARDO _ 23.11.pdf: 1767523 bytes, checksum: b8ff665cc5e9a982d0099a9ee3449892 (MD5) Previous issue date: 2016-08-26 / O presente trabalho apresenta a elaboração, a aplicação e a análise de uma proposta pedagógica chamada Situação de Estudo como forma de construção do conhecimento químico na Educação de Jovens e Adultos do Instituto Estadual Padre Francisco Garcia da cidade de São Borja-RS. Esta proposta teve a intencionalidade de trazer a realidade dos estudantes para sala de aula, onde estes sujeitos possam pensar em situações reais de suas vivências, e no ambiente escolar construir o pensamento científico. O trabalho constitui-se de três principais momentos, os quais são, levantamento de temáticas relevantes fundamentalmente por meio de questionário com base em ideias freirianas. O segundo momento constitui na construção da proposta com os temas relevantes identificados a partir do estudo realizado no primeiro momento, ideias baseadas em princípios vygotskyanos, que nos revela a importância do meio cultural onde os sujeitos estão inseridos para o desenvolvimento da aprendizagem. O terceiro momento foi o desenvolvimento da proposta em sala de aula e análise qualitativa, com o objetivo de sinalizar possibilidades de produção de material para a Educação de Jovens e Adultos; bem como aprendizagens possibilitadas pela sua implementação em sala de aula. A construção do conhecimento químico através de uma perspectiva temática da Situação de Estudo, mostrou-se uma importante ferramenta de mediação e significação cultural e conceitual. / This paper presents the design, implementation and analysis of a pedagogical proposal called Study Situation as a Way of Construction of Chemical Knowledge in the Youth and Adult Education of Instituto Estadual Padre Francisco Garcia from São Borja - RS. This proposal had the intention to bring the reality of the students to the classroom, where these guys can think of real situations of their experiences, and in the school environment build scientific thinking. The work consists of three main moments, which are relevant thematic survey primarily through a questionnaire based on Freirian ideas. The second moment is the construction of the proposal with the relevant issues identified from the study at first, ideas based on Vygotskian principles, which reveals the importance of the cultural environment in which the subjects are included for the development of learning. The third time was the development of the proposal in class and qualitative analysis room, in order to highlight material production possibilities for Youth and Adult Education; and learning made possible by its implementation in the classroom. The construction of chemical knowledge through a Thematic Perspective Study situation proved to be an important tool mediation, and cultural and conceptual meaning.

The study investigated South African Grade 10 Physical science learners’ reasoning about basic chemical phenomena at sub-microscopic level. The study adopted a non-experimental, exploratory and descriptive method and was principally guided by the ex-post facto research design using a concurrent embedded strategy of mixed qualitative and qualitative approach. A total of 280 grade 10 physical science learners in their intact classes and six of their teachers participated in the study. The 280 physical science learners comprised of 100 students from two top performing schools, 100 learners from two middle performing schools and the last 80 learners were drawn from two poor performing schools in Gauteng Department of Education’s Tshwane North District. A two-tier multiple-choice paper and pencil Test of Basic Chemistry Knowledge (TBCK) based on the three levels of chemical representation of matter was administered to the 280 physical science learners in their Grade 11 first term to collect both quantitative and qualitative data. In addition to the TBCK, focus group discussions (FGDs) with learners, teacher interviews and document analysis were used to triangulate data. The results revealed that most Grade 10 learners find it easy to identify pure elements and the solid state but find it difficult to negotiate between the three levels (macroscopic, sub-microscopic and symbolic) of chemical representation of matter. It became clear that learners experienced more difficulties in the concepts of basic solutions, acidic solutions, concentration and ionic compounds in solution. It also became apparent that some learners could not tell differences between a diatomic element and a compound indicating conceptual problems when they reason at particle level, and as a result they could not identify a mixture of elements. The results also indicated that the concepts of pure compounds and mixtures of compounds were not easy to comprehend as most learners took a pure compound for a mixture of atoms and a mixture of compounds for a mixture of elements. It is therefore concluded that learners find it difficult negotiating the three levels of chemical representation of matter. However, it is not clear whether the misconceptions the learners showed could be completely attributable to the concepts involved or the nature of the sub-microscopic models that were used in the test as it was also revealed that most teachers were not using sub-microscopic representations during instruction to enable learners to think at particle level. Furthermore, justifications to the multiple-choice tasks revealed lack of understanding of basic chemical concepts as well as language problems amongst learners as they could not clearly express their reasoning. Based on the results, some recommendations to educators, chemistry curriculum planners, teacher education and the chemistry education research field are suggested. / Science and Technology Education / D. Phil. ((Philosophy in Mathematics, Science and Technology Education)

The study investigated South African Grade 10 Physical science learners’ reasoning about basic chemical phenomena at sub-microscopic level. The study adopted a non-experimental, exploratory and descriptive method and was principally guided by the ex-post facto research design using a concurrent embedded strategy of mixed qualitative and qualitative approach. A total of 280 grade 10 physical science learners in their intact classes and six of their teachers participated in the study. The 280 physical science learners comprised of 100 students from two top performing schools, 100 learners from two middle performing schools and the last 80 learners were drawn from two poor performing schools in Gauteng Department of Education’s Tshwane North District. A two-tier multiple-choice paper and pencil Test of Basic Chemistry Knowledge (TBCK) based on the three levels of chemical representation of matter was administered to the 280 physical science learners in their Grade 11 first term to collect both quantitative and qualitative data. In addition to the TBCK, focus group discussions (FGDs) with learners, teacher interviews and document analysis were used to triangulate data. The results revealed that most Grade 10 learners find it easy to identify pure elements and the solid state but find it difficult to negotiate between the three levels (macroscopic, sub-microscopic and symbolic) of chemical representation of matter. It became clear that learners experienced more difficulties in the concepts of basic solutions, acidic solutions, concentration and ionic compounds in solution. It also became apparent that some learners could not tell differences between a diatomic element and a compound indicating conceptual problems when they reason at particle level, and as a result they could not identify a mixture of elements. The results also indicated that the concepts of pure compounds and mixtures of compounds were not easy to comprehend as most learners took a pure compound for a mixture of atoms and a mixture of compounds for a mixture of elements. It is therefore concluded that learners find it difficult negotiating the three levels of chemical representation of matter. However, it is not clear whether the misconceptions the learners showed could be completely attributable to the concepts involved or the nature of the sub-microscopic models that were used in the test as it was also revealed that most teachers were not using sub-microscopic representations during instruction to enable learners to think at particle level. Furthermore, justifications to the multiple-choice tasks revealed lack of understanding of basic chemical concepts as well as language problems amongst learners as they could not clearly express their reasoning. Based on the results, some recommendations to educators, chemistry curriculum planners, teacher education and the chemistry education research field are suggested. / Science and Technology Education / D. Phil. ((Philosophy in Mathematics, Science and Technology Education)