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Previous issue date: 2015-10-15 / O estudo das rea??es qu?micas encontra-se entre os conte?dos mais importantes para a compreens?o da disciplina de Qu?mica. Mas ainda s?o pouco os estudos que apresentam as rea??es qu?micas como sistema complexo. A tese aqui apresentada tem como objetivo investigar, identificar e caracterizar os erros e dificuldades de aprendizagem de estudantes em rela??o as rea??es qu?micas como sistema complexo, utilizando para tanto a an?lise das respostas de 126 provas de estudantes candidatos ao curso de Licenciatura em Qu?mica, oferecido pela Universidade Federal do Rio Grande do Norte (UFRN). Foram investigados e discutidos os erros e dificuldades de aprendizagem dos par?metros ?G, Kp, Ea e do c?lculo de quantidade de subst?ncia numa rea??o qu?mica e a inter-rela??o desses par?metros no estudo das rea??es qu?mica como sistema. O trabalho classificou em n?veis de desenvolvimento a habilidade de interpretar a rea??o qu?mica como sistema. A partir de entrevistas realizadas com professores de Qu?mica, do Ensino M?dio, se determinou as raz?es a que os professores atribuem esses erros e dificuldades de aprendizagem. A aprendizagem das rea??es qu?mica no Ensino M?dio perpassa por conceitos de termoqu?mica, de cin?tica, do equil?brio e os seus aspectos quantitativos e qualitativos, esses conceitos n?o possuem uma articula??o org?nica entre si para a melhor compreens?o de como ocorre e porque ocorre uma rea??o qu?mica, o que garante a compreens?o dos sentidos das partes numa totalidade. Os resultados obtidos indicam que os estudantes n?o compreendem o conceito de ?G, Kp, Ea. Os professores n?o trabalham na perspectiva de integra??o dos conte?dos o que leva os alunos a apresentarem dificuldades e cometerem erros relacionados ao conte?do citado. O trabalho apresenta uma proposta de organiza??o dos conte?dos da Qu?mica para o Ensino M?dio como uma possibilidade de integra??o sist?mica dial?tica dos conte?dos, entendendo que essa vis?o sistem?tica, leva a importantes contribui??es com o desenvolvimento do pensamento te?rico dos alunos. A estrutura??o dos conte?dos da Qu?mica apresentado nesse trabalho, fundamenta-se no m?todo de an?lise sist?mico dial?tico funcional-estrutural desenvolvidos Reshetova (1988) e N?nez (1992). Essa tese traz contribui??es significativas para o ensino-aprendizagem de uma rea??o qu?mica como sistema complexo. / The study of chemical reactions is among the most important contents to the understanding of
Chemistry discipline in basic education. However, there are still few studies about chemical
reactions as a complex system because, generally, this content is presented in textbooks,
taught and even researched in a fragmented form. The thesis here presented aims to
investigate, identify and characterize the mistakes and learning difficulties of the students
about chemical reactions as a complex system, using for that purpose the analysis of the
answers of 126 exams of candidates for the bachelor?s degree in Chemistry Teaching on the
entrance exam for the Federal University of Rio Grande do Norte (UFRN). The mistakes and
learning difficulties about the parameters ?G?, Kp, Ea and of the calculation of the amount of
substance in a chemical reaction have been identified, as well as the levels of development of
the ability to interpret the chemical reaction as a system. The main theoretical source of this
study is structured based on the mistakes and learning difficulties (N??EZ, RAMALHO,
2012), of the chemical reactions as complex systems (N??EZ, 1994; RESHETOVA, 1988;
SANDERSON, 1968). As methodology, it was prioritized the analysis of the answers to the
exams and the interview with the teachers. The results showed typical mistakes in the study
of this subject, especially low levels and skill development. No student was able to integrate
the different aspects in the systemic understanding of the chemical reaction. From the
interviews with Chemistry teachers from High School, it was determined the reasons the
teachers assign to those mistakes and learning difficulties. The interviews revealed that the
teachers do not work in the perspective of integration of the contents which leads the students
to present difficulties and make mistakes related to the content previously mentioned. The
study presents a proposal for the organization of the contents of Chemistry discipline for High
School as a possibility of a dialectic systemic integration of contents, understanding that this
systematic vision, leads to important contributions to the development of the theoretical
thinking of the students. We can mention as one of the conclusions of this study, the fact that
the non-systemic organization of contents do not favor this kind of thinking in students.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21004 |
| Date | 15 October 2015 |
| Creators | Meneses, F?bia Maria Gomes de |
| Contributors | 59668741404, http://lattes.cnpq.br/6868773742105583, Lima, Analice de Almeida, 68828977434, http://lattes.cnpq.br/2273105974559580, Amaral, Edenia Maria Ribeiro do, 59312874420, http://lattes.cnpq.br/5241130686153506, Oliveira, Marcus Vinicius de Faria, 49834606400, http://lattes.cnpq.br/4799917179470099, Moura, Maria de F?tima Vit?ria de, 31482015404, http://lattes.cnpq.br/2959800336802498, Nunez, Isauro Beltran, Farias, Robson Fernandes de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM QU?MICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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