Modelos atômicos e tabela periódica: o uso da abordagem histórica como facilitadora da aprendizagem significativa
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Data
2020-03-04
Autores
Lopes, Izabella Pereira
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Universidade Estadual Paulista (Unesp)
Resumo
Neste estudo apresentamos a aplicação de um texto didático, produzido pela pesquisadora, a respeito dos conceitos de modelos atômicos e tabela periódica. O material foi aplicado em um minicurso, no período vespertino para alunos da primeira série do Ensino Médio de uma Escola Técnica do interior de São Paulo. O minicurso “Mapeando Conhecimento: uma abordagem histórica sobre Modelos Atômicos e Tabela Periódica”, com carga horária de trinta horas, aplicado pela pesquisadora, contou com uma metodologia que envolveu o preparo de mapas conceituais e realização de entrevistas. Segundo Ausubel, Novak e Moreira, é fundamental analisar previamente aquilo que se vai ensinar, pois, nem tudo que se encontra em programas, livros e outros materiais didáticos do currículo é abordado em sala de aula, uma vez que o tempo é limitado. Aliás, a ordem na qual os principais conceitos aparecem nos materiais didáticos e programas, na maioria das vezes, não é a mais adequada para facilitar a interação do conhecimento prévio do aprendiz ao conceito apresentado. Dessa forma, a metodologia adotada no minicurso pretende justamente facilitar essa interação, através do uso de mapas conceituais preparados, também, pela pesquisadora, que no início das aulas, após os alunos elaborarem seus próprios mapas e após as entrevistas, irá introduzir o conteúdo do dia, apresentando os pontos principais e relacionando-o com o conteúdo visto no dia anterior. As entrevistas serão utilizadas para complementar a análise dos mapas conceituais, uma vez que é importante o aluno explicar os significados que atribuiu as relações conceituais as quais elaborou. Os mapas serão analisados a luz da Teoria da Aprendizagem Significativa de David Ausubel. Os critérios analisados nos mapas foram: organização do pensamento, para averiguar o raciocínio e dificuldades referentes a elaboração do mapa. Relações ou interrelações conceituais, que foram divididas nas categorias: válida, parcialmente válida e inválida. Hierarquias e ligações cruzadas, pois, de acordo com Novak, indicam diferenciação progressiva e reconciliação integrativa dos conceitos. Por fim, uma comparação entre mapas, com o objetivo de verificar indícios de aprendizagem significativa, foi realizada e obedeceu a sugestão de Novak para avaliar, quantitativamente, esses mapas. As análises mostraram uma melhoria gradual na elaboração de mapas conceituais, além, de ganhos em aprendizagem, perceptíveis, também, através das entrevistas. Apesar do uso de suas concepções alternativas em alguns momentos ao final do minicurso, houve um avanço em relação ao conhecimento que os alunos possuíam no início e o fato de não utilizarem ideias de forma literal para explicar seus mapas, no decorrer das entrevistas, evidencia que estão caminhando em direção a uma aprendizagem significativa.
In this study we present the application of a potentially meaningful material regarding the concepts of atomistic and periodic table. The material was applied in a short course, in the afternoon, for students of the first grade of high school in a Technical School in the interior of the state of São Paulo. The short course “Mapping Knowledge: a historical approach on Atomic Models and Periodic Table”, with a workload of 30 hours, was applied by the researcher, had a methodology that involved the development of concept maps and interviews. According to Ausubel (1968), Novak (1984) and Moreira (2011a), it is essential to analyze previously what is going to be taught, because not everything that is found in curriculum programs, books and other didactic materials is approached in the classroom, since time is limited. In fact, the order in which the main concepts appear in the didactic materials and programs, for the most part, is not the most appropriate to facilitate the interaction of the learner's prior knowledge with the concept presented. There are two conditions for meaningful learning: 1) the material used in learning must be potentially meaningful and 2) the learner must be willing to learn. The first condition requires that learning material - such as books, videos, among others - have a logical meaning for the learner, and for this, it is necessary to structure the material in order to initially approach broader and simpler concepts and progressively develop for more specific and complex concepts. In order for the new concept seen to be truly learned, the learner must have in its cognitive structure the corresponding subsumers with which this new concept will relate. This means that the material must be related to the learner's cognitive structure and the learner must have the necessary background knowledge. The interviews will be used to complement the analysis of the concept maps, which will be analyzed in the light of David Ausubel's Theory of Meaningful Learning. The criteria analyzed in the maps will be thought organization, to ascertain the reasoning and difficulties regarding the elaboration of the map. Conceptual relationships or interrelationships, which were divided into the categories: valid, partially valid and invalid. Hierarchies and cross-links, therefore, according to Novak (1984), indicate progressive differentiation and integrative reconciliation of concepts. Finally, a comparison between maps, aiming to verify signs of significant learning, will be performed and will rely on the suggestion of Novak (1984) to quantitatively evaluate these maps. Preliminary analyzes showed a gradual improvement in concept mapping and learning gains. It was possible to observe throughout the development of the interviews and maps that the students were having advances with the content, elaborating and modifying their subsunters. Thus, it was possible to observe some evidence of significant learning.
In this study we present the application of a potentially meaningful material regarding the concepts of atomistic and periodic table. The material was applied in a short course, in the afternoon, for students of the first grade of high school in a Technical School in the interior of the state of São Paulo. The short course “Mapping Knowledge: a historical approach on Atomic Models and Periodic Table”, with a workload of 30 hours, was applied by the researcher, had a methodology that involved the development of concept maps and interviews. According to Ausubel (1968), Novak (1984) and Moreira (2011a), it is essential to analyze previously what is going to be taught, because not everything that is found in curriculum programs, books and other didactic materials is approached in the classroom, since time is limited. In fact, the order in which the main concepts appear in the didactic materials and programs, for the most part, is not the most appropriate to facilitate the interaction of the learner's prior knowledge with the concept presented. There are two conditions for meaningful learning: 1) the material used in learning must be potentially meaningful and 2) the learner must be willing to learn. The first condition requires that learning material - such as books, videos, among others - have a logical meaning for the learner, and for this, it is necessary to structure the material in order to initially approach broader and simpler concepts and progressively develop for more specific and complex concepts. In order for the new concept seen to be truly learned, the learner must have in its cognitive structure the corresponding subsumers with which this new concept will relate. This means that the material must be related to the learner's cognitive structure and the learner must have the necessary background knowledge. The interviews will be used to complement the analysis of the concept maps, which will be analyzed in the light of David Ausubel's Theory of Meaningful Learning. The criteria analyzed in the maps will be thought organization, to ascertain the reasoning and difficulties regarding the elaboration of the map. Conceptual relationships or interrelationships, which were divided into the categories: valid, partially valid and invalid. Hierarchies and cross-links, therefore, according to Novak (1984), indicate progressive differentiation and integrative reconciliation of concepts. Finally, a comparison between maps, aiming to verify signs of significant learning, will be performed and will rely on the suggestion of Novak (1984) to quantitatively evaluate these maps. Preliminary analyzes showed a gradual improvement in concept mapping and learning gains. It was possible to observe throughout the development of the interviews and maps that the students were having advances with the content, elaborating and modifying their subsunters. Thus, it was possible to observe some evidence of significant learning.
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Palavras-chave
Aprendizagem significativa, Mapas conceituais, Material potencialmente significativo, História da química, Meaningful learning, Concept maps, Potentially meaningful material, History of chemistry