Do chemistry teachers 'bring' into their instruction all the relevant variables or important predictors for concept development revealed by contemporary research? Do they organize and sequence their lessons in such a way as to help pupils learn? Is the scientific language utilized by chemistry teachers in the secondary schools appropriate to pupils' experience? In an attempt to answer these vital questions, 44 sample lessons of 20 chemistry teachers, randomly selected from 19 secondary schools in the state of Malacca, Malaysia were analysed using the 'Concept Instruction Category System' (CICS). The results suggested that this sample of teachers scarcely use most of the conventional determinants - especially instances and definitions of the concept - during the delivery of their instruction. Teaching appeared to be more relevant to concrete concept learning rather than to abstract concepts which are common in formal (chemistry) school learning. This sample of teachers relied on their instruction in demonstrating the use of concepts, describing/illustrating the concepts, and discussing the procedures of how to investigate the concepts in question. During these processes of teaching, teachers guided pupils to foster facilitition of concept understanding. The sample of teachers emphasized demonstrating (the use of concept), eliciting, and feedback strategies, as a primary teaching cycle, which was supported and reinforced by using corrective-feedback and guidance tactics. Unfortunately, teachers used scientific language that presented only situational meaning rather than abstract meaning. In general, this sample of teachers emphasized fact-giving with some experimental activities that were extremely didactic and teacher dominated. Despite the 'transmission nature' of instruction employed by this sample of teachers, generally they did sequence instructional events according to models for the internal process of learning. The sequential order of instructional events suggested in the model are more relevant for teaching a small unit or part of a lesson plan. The application of a cluster analysis technique revealed three predominant styles of teaching in this sample of teachers - i. e., styles 1,11 , and in, each having distinctive characteristics, although there were overlapping and shared qualities between the groups. In a comparative study, a number of dominant features of the three styles, especially experimental activities, fact-giving and teacher domination, were similar to some samples from Britain, Canada, Kenya and Nigeria. Some implications of the findings for chemistry (or science) teacher education and school teaching in Malaysia are suggested, limitations are cited and some suggestions for further research are put forward.

No description available.

The problem which motivated this research was the lack of chemistry practical work in many Mozambican junior secondary schools. This problem is so critical that quite often learners finish the three years of junior secondary school without performing even one experiment. In an attempt to contribute to the solution to the problem, the microchemistry kits are introduced. For this purpose a study of the influence of kits on the teaching and learning of chemistry in a Mozambican context was conducted. The study involved four out of five public secondary schools in the city of Beira, the second largest city in Mozambique. Two schools were chosen to be the experimental group, in which chemistry was taught using the RADMASTE microchemistry kits. Two other schools, in which chemistry lessons were taught normally, were chosen to be the comparison group. In each school one Grade 9 class was used for the study. Before starting the study, 18 secondary chemistry teachers of the four schools answered a questionnaire and 163 Grade 9 learners answered another questionnaire. These were used to determine teachers’ and learners’ opinions about the importance and aims of practical work. Before the intervention a pretest was administered to 181 Grade 9 learners within the four classes. After eight weeks of intervention, the same post-test was administered to 171 learners from the same classes. A questionnaire was also administered to the two teachers of the experimental group and another questionnaire was administered to 86 learners from the experimental group. Both questionnaires were used to find out teachers’ and learners’ opinions about the microchemistry kits. Practical work is viewed as an important method for teaching and learning chemistry, mainly to link theory and practice or use practical work to support theory. There was a statistically significant difference between the pre-test and the posttest scores in all four schools. But, learners from the experimental group performed better than learners from the comparison group in the questions which required conceptual understanding and in laboratory-based knowledge questions. The practical work also contributed to increase learners’ interest towards chemistry. It is recommended that the microchemistry kits be implemented in chemistry teaching in Mozambique, both in schools with laboratories and schools without laboratories, and that further studies should be carried out to identify effective ways of doing this.

A utilizaÃÃo de metodologias de ensino diferenciadas tem se tornado cada vez mais necessÃria diante das exigÃncias da sociedade. As informaÃÃes circulam a cada dia de forma mais rÃpida e eficiente; e a escola, como espaÃo de construÃÃo do conhecimento, deve estar preparada para dotar o aluno de competÃncias e habilidades pertinentes ao uso de novas tecnologias e, ainda, ao reconhecimento de fenÃmenos cientÃficos em meio a fatos cotidianos, outra importante habilidade a ser desenvolvida. Este trabalho teve por objetivo analisar o uso e a aceitaÃÃo de blogs e aulas experimentais como ferramentas pedagÃgicas no ensino de FÃsico-QuÃmica, à luz da aprendizagem significativa. A pesquisa ancorou-se na proposta de aprendizagem significativa de Ausubel (1978), nas concepÃÃes sobre avaliaÃÃo da aprendizagem de Luckesi (2008) e na proposta construcionista de Valente(1993). A pesquisa realizada foi de natureza descritivo-bibliogrÃfica, de cunho experimental e com estudo de caso realizado em campo, seguindo uma abordagem quali-quantitativa e realizada com alunos da 2 sÃrie do Ensino MÃdio matriculados numa escola da rede estadual de ensino. Os alunos foram divididos em grupos, dos quais um teve aulas de QuÃmica em que o professor utilizou mÃtodos tradicionais, enquanto os outros grupos tiveram acesso a um blog criado especialmente para o desenvolvimento deste trabalho, bem como aulas experimentais no LaboratÃrio de CiÃncias, utilizando experimentos do seu cotidiano. Os resultados mostraram que a implantaÃÃo de aulas diferenciadas atravÃs do uso do blog e de aulas experimentais à capaz de despertar a curiosidade dos alunos e pode favorecer a busca pelo conhecimento. Contudo, o profissional em educaÃÃo deve estar preparado para escolher a melhor estratÃgia didÃtica, conforme as possibilidades sociais e econÃmicas do espaÃo escolar. / The use of differentiated teaching methods has become increasingly necessary for the demands of society. Information circulates every day more quickly and efficiently; and the school, as a space of knowledge construction, must be prepared to provide the student with skills and abilities which are relevant to the use of new technologies and also to the recognition of scientific phenomena within daily facts, another important skill to be developed. This work aimed to analyze the use and acceptance of blogs and experimental classes as pedagogical tools in the teaching of Physical Chemistry, in the light of significant learning. The research was anchored in the meaningful learning theory of Ausubel (1978), the concepts of assessment of learning by Luckesi (2008) and the constructionist proposal of Valente (1993). The research developed was descriptive and bibliographical in nature, of experimental model and with case study developed in field, following a quali-quantitative approach held with students of 2nd year of high school enrolled in a state education system. Students were divided in groups, one of which had Chemistry classes where the teacher used traditional methods, while the other groups had access to a blog create especially for the development of this work, as well as experimental classes in the Science Lab, making use of experiments from their daily lives. The results showed that the deployment of differentiated classes by the use of the blog and of the experimental classes is able to arouse the curiosity of students and may facilitate the search for knowledge. However, the professional in education must be prepared to choose the best teaching strategy, according to the social and economic possibilities of the school.

First-year chemistry was identified by the North West University Potchefstroom Campus as one of the modules with a low pass rate. It is clear that students often memorise definitions and formulae, without understanding the underlying concepts which are necessary for problem solving. It is important that these and other related problems are addressed, before any significant change in the through-put rate for first-year students is reached. Conventional forms of lectures as teaching approach had little impact on the performance of students’ exam results. Much research has already been done on students’ misconceptions of stoichiometry, as well as problem solving strategies regarding stoichiometric problems. In addition, several alternative approaches concerning the teaching of chemistry have already been developed. Students still see this subject as very difficult and challenging. This study handles the systematic integration of visualization during lectures and the development of critical thinking and metacognition in assignments in stoichiometry teaching of first-year students at a South African University with the purpose of improving conceptual understanding. A quantitative research approach was followed. A one-group pre-test-post-test design was initiated to determine if there were practical significant differences in the conceptualisation of students at the beginning and at the end of the study. The intervention consisted of the implementation of specific teaching techniques, which included visualization and the development of critical thinking. Slideshows, a document camera, assessment tasks, a mini-project as well as thinking skills tasks were used. The study indicated that visualization, metacognition and critical thinking had a positive influence on the learning and conceptualisation of stoichiometry in students. The promotion of the learning of by the implementation of visualization, metacognition and critical thinking techniques, was successfully applied to help first-year students of this university realise stoichiometric-conceptualisation. / MSc (Natural Science Education), North-West University, Potchefstroom Campus, 2015

First-year chemistry was identified by the North West University Potchefstroom Campus as one of the modules with a low pass rate. It is clear that students often memorise definitions and formulae, without understanding the underlying concepts which are necessary for problem solving. It is important that these and other related problems are addressed, before any significant change in the through-put rate for first-year students is reached. Conventional forms of lectures as teaching approach had little impact on the performance of students’ exam results. Much research has already been done on students’ misconceptions of stoichiometry, as well as problem solving strategies regarding stoichiometric problems. In addition, several alternative approaches concerning the teaching of chemistry have already been developed. Students still see this subject as very difficult and challenging. This study handles the systematic integration of visualization during lectures and the development of critical thinking and metacognition in assignments in stoichiometry teaching of first-year students at a South African University with the purpose of improving conceptual understanding. A quantitative research approach was followed. A one-group pre-test-post-test design was initiated to determine if there were practical significant differences in the conceptualisation of students at the beginning and at the end of the study. The intervention consisted of the implementation of specific teaching techniques, which included visualization and the development of critical thinking. Slideshows, a document camera, assessment tasks, a mini-project as well as thinking skills tasks were used. The study indicated that visualization, metacognition and critical thinking had a positive influence on the learning and conceptualisation of stoichiometry in students. The promotion of the learning of by the implementation of visualization, metacognition and critical thinking techniques, was successfully applied to help first-year students of this university realise stoichiometric-conceptualisation. / MSc (Natural Science Education), North-West University, Potchefstroom Campus, 2015

O tema \"água\" tem sido considerado importante no ensino da química, pois permite ao professor problematizar situações importantes para que os alunos a interpretem, de maneira que os conceitos químicos possam auxiliar no entendimento de problemas, propiciando assim, a formação de um estudante responsável. A presente pesquisa buscou investigar como os professores de Química do Ensino Médio abordam esse tema em suas aulas, e conhecer as visões de especialistas sobre os conhecimentos relevantes que a sociedade, de maneira geral, deveria ter sobre a água, bem como o que deveria ser ensinado dessa temática na escola. Os dados foram coletados entre 6 pesquisadores em Química Ambiental QA, 6 em Química das águas QAG, 5 em Educação Ambiental EA e 8 em Ensino de Química EQ, e 10 professores de Química do Ensino Médio. Utilizou-se um questionário para os pesquisadores em QA, QAG e EA e outro para os EQ. Os professores foram entrevistados. A análise dos dados foi feita de acordo com os pressupostos teóricos e metodológicos da análise de conteúdo e foram construídas tramas de conhecimentos. As categorias elaboradas dizem respeito a três dimensões de análise: conhecimentos, atitudes e à abordagem do tema. Ainda procurou-se identificar com que visões sobre o ambiente a temática água deveria ser abordada. Para os pesquisadores em ensino de Química EQ, outras dimensões foram utilizadas em função das diferentes questões a eles propostas. Assim, as dimensões dizem respeito à importância, à abordagem e aos conhecimentos considerados importantes para o ensino. Os pesquisadores em QA, QAG, EA apontaram que a sociedade deveria ter conhecimentos sobre: saúde, usos, qualidade, vida e recurso; que este tema deveria ser objeto de estudo ou tratado com exemplificação de conceitos químicos e ainda que devam ser desenvolvidas atitudes, individuais ou coletivas sobre o tema. Os especialistas em EQ apontam a importância desse tema em termos da sustentabilidade, do recurso e da vida. Alguns indicam que o tema deve ser tratado como um tema estruturante e interdisciplinar.Os dados da entrevista dos professores foram analisados procurando-se comparar suas declarações sobre os conteúdos abordados e as metodologias de ensino empregadas com as tramas de conhecimentos elaboradas com as visões dos pesquisadores. Também, a partir das entrevistas, foram construídos mapas conceituais que relacionam conteúdos e abordagens do tema. Verificamos que a maioria dos professores trata a temática da água por meio de descrições conceituais ou apenas exemplificações. Poucos abordam a água como um objeto de estudo e, quando o fazem, se restringem, principalmente, ao tratamento e a qualidade da água. Assuntos considerados importantes pelos pesquisadores, como saúde, vida e sustentabilidade não são abordados pelos professores. De maneira geral, a água é introduzida na seqüência habitual de conteúdos ministrados, embora enfocando aspectos que consideram socialmente contextualizados. / The subject \"water\" has been considered important in chemistry teaching as it allows teachers to propose problems that let the students to investigate and to interpret some situations that demand the use of chemical concepts. Such a study may provide opportunities for the students not only understand and solve the proposed problems but also to develop a critical and responsible posture. This research sought to be acquainted how the high school chemistry teachers deal with this subject in classroom, the vision of experts about the relevant knowledge that the society in general should have about water as well as what should be taught about this subject in school and. Data were collected among 6 researchers in Environmental Chemistry EC, 6 in Water Chemistry WAC, 5 in Environmental Education EE and 8 in Chemistry Teaching CT and 10 high school chemistry teachers. A questionnaire was used for EC, WAC and EE researchers and another one for CT. The teachers were interviewed. Data analysis was carried out in accordance with theoretical and methodological assumptions of syllabus analysis and threads of knowledge were built. The categories are related to three dimensions: knowledge, attitude and subject approach. Furthermore, an attempt was made to identify the environmental perspective, which the subject \"water\" should be approached. For researchers in Chemistry teaching, other dimensions of analysis were used because of the different issues proposed to them. Thus, these dimensions are concerned with the importance, subject approach and knowledge considered essential for teaching. Researchers in EC, WAC, and EE recommended that society should have knowledge about health, use, quality, life and resources and that this subject should be object of study or treated with exemplification of chemical concepts. They also pointed out that the teaching should contribute to develop individual and collective attitudes concerning the responsible use of water. The experts in CT pointed out the importance of this subject in terms of sustainability, resource and life. Some of them indicated that the subject should be treated as a structuring and interdisciplinary subject. The teachers\' interview data were analyzed seeking to compare their declarations about the topics taught and the teaching methodologies used with the threads of knowledge created by the vision of researchers. Besides that, based on the interviews, conceptual maps were produced connecting the syllabus with the approaches to the subject. We realized that most teachers deal with the subject of -water by means of conceptual descriptions or just exemplifications. A few of them deal with water as an object of study and, when they do it, they limit themselves mainly to water treatment and quality. Subjects considered important by researchers, such as health, life and sustainability are not approached by teachers. Generally speaking, water is introduced in the customary sequence of topics to be taught, however focusing on aspects that they consider socially contextualized.

O tema \"água\" tem sido considerado importante no ensino da química, pois permite ao professor problematizar situações importantes para que os alunos a interpretem, de maneira que os conceitos químicos possam auxiliar no entendimento de problemas, propiciando assim, a formação de um estudante responsável. A presente pesquisa buscou investigar como os professores de Química do Ensino Médio abordam esse tema em suas aulas, e conhecer as visões de especialistas sobre os conhecimentos relevantes que a sociedade, de maneira geral, deveria ter sobre a água, bem como o que deveria ser ensinado dessa temática na escola. Os dados foram coletados entre 6 pesquisadores em Química Ambiental QA, 6 em Química das águas QAG, 5 em Educação Ambiental EA e 8 em Ensino de Química EQ, e 10 professores de Química do Ensino Médio. Utilizou-se um questionário para os pesquisadores em QA, QAG e EA e outro para os EQ. Os professores foram entrevistados. A análise dos dados foi feita de acordo com os pressupostos teóricos e metodológicos da análise de conteúdo e foram construídas tramas de conhecimentos. As categorias elaboradas dizem respeito a três dimensões de análise: conhecimentos, atitudes e à abordagem do tema. Ainda procurou-se identificar com que visões sobre o ambiente a temática água deveria ser abordada. Para os pesquisadores em ensino de Química EQ, outras dimensões foram utilizadas em função das diferentes questões a eles propostas. Assim, as dimensões dizem respeito à importância, à abordagem e aos conhecimentos considerados importantes para o ensino. Os pesquisadores em QA, QAG, EA apontaram que a sociedade deveria ter conhecimentos sobre: saúde, usos, qualidade, vida e recurso; que este tema deveria ser objeto de estudo ou tratado com exemplificação de conceitos químicos e ainda que devam ser desenvolvidas atitudes, individuais ou coletivas sobre o tema. Os especialistas em EQ apontam a importância desse tema em termos da sustentabilidade, do recurso e da vida. Alguns indicam que o tema deve ser tratado como um tema estruturante e interdisciplinar.Os dados da entrevista dos professores foram analisados procurando-se comparar suas declarações sobre os conteúdos abordados e as metodologias de ensino empregadas com as tramas de conhecimentos elaboradas com as visões dos pesquisadores. Também, a partir das entrevistas, foram construídos mapas conceituais que relacionam conteúdos e abordagens do tema. Verificamos que a maioria dos professores trata a temática da água por meio de descrições conceituais ou apenas exemplificações. Poucos abordam a água como um objeto de estudo e, quando o fazem, se restringem, principalmente, ao tratamento e a qualidade da água. Assuntos considerados importantes pelos pesquisadores, como saúde, vida e sustentabilidade não são abordados pelos professores. De maneira geral, a água é introduzida na seqüência habitual de conteúdos ministrados, embora enfocando aspectos que consideram socialmente contextualizados. / The subject \"water\" has been considered important in chemistry teaching as it allows teachers to propose problems that let the students to investigate and to interpret some situations that demand the use of chemical concepts. Such a study may provide opportunities for the students not only understand and solve the proposed problems but also to develop a critical and responsible posture. This research sought to be acquainted how the high school chemistry teachers deal with this subject in classroom, the vision of experts about the relevant knowledge that the society in general should have about water as well as what should be taught about this subject in school and. Data were collected among 6 researchers in Environmental Chemistry EC, 6 in Water Chemistry WAC, 5 in Environmental Education EE and 8 in Chemistry Teaching CT and 10 high school chemistry teachers. A questionnaire was used for EC, WAC and EE researchers and another one for CT. The teachers were interviewed. Data analysis was carried out in accordance with theoretical and methodological assumptions of syllabus analysis and threads of knowledge were built. The categories are related to three dimensions: knowledge, attitude and subject approach. Furthermore, an attempt was made to identify the environmental perspective, which the subject \"water\" should be approached. For researchers in Chemistry teaching, other dimensions of analysis were used because of the different issues proposed to them. Thus, these dimensions are concerned with the importance, subject approach and knowledge considered essential for teaching. Researchers in EC, WAC, and EE recommended that society should have knowledge about health, use, quality, life and resources and that this subject should be object of study or treated with exemplification of chemical concepts. They also pointed out that the teaching should contribute to develop individual and collective attitudes concerning the responsible use of water. The experts in CT pointed out the importance of this subject in terms of sustainability, resource and life. Some of them indicated that the subject should be treated as a structuring and interdisciplinary subject. The teachers\' interview data were analyzed seeking to compare their declarations about the topics taught and the teaching methodologies used with the threads of knowledge created by the vision of researchers. Besides that, based on the interviews, conceptual maps were produced connecting the syllabus with the approaches to the subject. We realized that most teachers deal with the subject of -water by means of conceptual descriptions or just exemplifications. A few of them deal with water as an object of study and, when they do it, they limit themselves mainly to water treatment and quality. Subjects considered important by researchers, such as health, life and sustainability are not approached by teachers. Generally speaking, water is introduced in the customary sequence of topics to be taught, however focusing on aspects that they consider socially contextualized.

No ensino médio, o conceito de interações interpartículas é sistemático e classificatório em detrimento de um tratamento mais crítico acerca do sistema estudado. A correta compreensão deste conceito é importante para que o aluno possa explicar diversas propriedades físicas das substâncias (MENDES, 2007). Nesta perspectiva, a abordagem multimodal oferece suporte aos métodos de avaliação, elaboração de estratégias e pesquisas na área de ensino, pois o uso de diversas linguagens facilita a compreensão do objeto de estudo pelos seres humanos (MAYER, 2003). Neste trabalho são analisadas as potencialidades e as limitações dos modelos dos estudantes de ensino médio em interações interpartículas e suas interfaces com as propriedades físicas das substâncias em um minicurso oferecido na Faculdade de Educação da Universidade de São Paulo (USP). Os modelos expressos pelos estudantes são fomentados pela metodologia de ensino e aprendizagem do minicurso, a qual é suportada pelo uso de diversos modos de comunicação nos moldes da abordagem multimodal (MAYER, 2003). Os modelos são analisados de acordo com a frequência de acionamento de variáveis explicativas utilizadas pelo estudante para explicar e/ou predizer determinado fenômeno no contexto de resolução de problemas, enquanto que as limitações explicativas do modelo são contabilizadas qualitativamente via análise de conteúdo. Os resultados apontam que o uso de múltiplos modos de comunicação e informação se mostrou eficiente no fomento da produção discursiva em uma sala de aula heterogênea e auxiliou os estudantes durante o processo de aprendizagem, pois os modelos expressados evoluíram ao longo do minicurso em termos de complexidade, com cada vez menos limitações. / In high school, the concept of interparticle interactions is systematic and classificatory as opposed to a more critical treatment on the studied system. The correct understanding of this concept is important for the student to explain the physical properties of substances (MENDES, 2007). In this perspective, the multimodal approach supports the methods of evaluation, strategizing and research in the area of education, since the use of different languages facilitates the understanding of the study object by humans (MAYER, 2003). This paper analyzes the potential and limitations of high school students\' models in interparticle interactions and their interfaces with the physical properties of substances in a short course offered at the Faculdade de Educação at Universidade de São Paulo (USP). The models expressed by students are fostered by the teaching and learning methodology of the course, which is supported by the use of different modes of communication in the molds of multimodal approach (MAYER, 2003). The models are analyzed according to the frequency of use of explanatory variables used by the student to explain or predict a given phenomenon in problem solving context, while the explanatory limitations of the model are counted qualitatively through content analysis. The results appoint that the use of multiple modes of communication and information are efficient in fostering the discursive production in a heterogeneous classroom and helped students during the learning process, because the expressed models evolved over the course in terms of complexity and with fewer limitations.

Este estudo é uma pesquisa qualitativa, que busca indícios sobre a possibilidade de a inserção do recurso multimídia favorecer (ou não) a elaboração de conceitos sobre ligações intermoleculares para alunos do ensino médio. Foi aplicado em um grupo de 22 alunos do segundo ano, do ensino médio, de uma escola particular da zona sul da cidade de São Paulo. A metodologia foi organizada em dois momentos, contemplando a metodologia de ensino, onde se detalha o material usado e a sequência didática empregada, e a metodologia de pesquisa, onde se detalha os instrumentos de pesquisa utilizados. Como a nossa questão principal envolvia a elaboração conceitual de representações pictográficas e textuais sobre alguns sistemas, fez-se uso de dois questionários, sendo um aplicado antes e outro após o uso do recurso multimídia, de forma a possibilitar ao aluno a chance de reelaborar seus registros viabilizando obtermos informações mais consistentes acerca da possível melhora na elaboração conceitual. Com os questionários respondidos e analisados, percebemos que seria relevante realizarmos entrevistas, ao menos com alguns alunos, visando realizar a triangulação dos dados. De acordo com os resultados houve melhora nas representações macroscópicas e, principalmente, nas representações submicroscópicas, denotando que houve melhora na elaboração conceitual, pois quando há mudança no registro pictográfico, possivelmente o aluno reorganizou seu modelo mental aprimorando-o e isto foi externalizado na sua representação. / This study is a qualitative research, that attempts to find appointments about the possibility of the insertion of multimedia resource to favor (or not) the conceptual elaboration of intermolecular forces by pupils of secondary school. It was applied in a group of 22 pupils of second year of secondary school in a private school of the south zone of São Paulo city. Development was organized in two moments, including methodology of teaching, in which material and the didactic sequence employed were detailed, and the research methodology, in which instruments of research were described. As our main question involved the conceptual elaboration of pictographic and literal representations of some systems, two questionnaires were applied, one before and the other after the use of the multimedia resource to support pupils in reorganizing registers in such a way, that it would be possible to get more consistent information concerning the possible improvement of the conceptual elaboration. Based on the data answered and analyzed from the questionnaires, we have realize that it would be relevant to carry on interviews, at least with some pupils, in order to make the triangulation of results. According to results the macrocospic representations were improved and, mainly, the submicroscopics representations, showing the improvement of conceptual elaboration. Therefore, when it these is change in the pictographic register, the pupil has possibly reorganized his/her mental model, improving it as externalized in its representation.