A investigação do erro: características e potencialidades das atividades investigativas em química com alunos de ensino médio e sua utilização para o ensino de titulação
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Data
2021-02-24
Autores
Mota Junior, Jose Geraldo da
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Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa, procuramos investigar o desenvolvimento de um experimento com enfoque investigativo em alunos da segunda série de Ensino Médio, de uma escola Técnica Estadual. Para isso, selecionamos dentro dos conteúdos trabalhados nesta série, o tema titulação ácido-base, que contempla um conjunto de conhecimentos prévios necessários para sua estruturação. Alinhado ao experimento com enfoque investigativo, proposto neste trabalho e baseado em Cañal (1997), planejamos uma Unidade Didática Multiestratégica (BEGO, 2015), com o objetivo de nos dar um aporte teórico capaz de responder à questão de pesquisa. Monitoramos a formulação de hipóteses dos alunos, analisando o como eles reconhecem um erro experimental, de natureza conceitual e/ou procedimental (POZO,2009), e como prosseguem na investigação. As análises possibilitaram a categorização dos turnos de fala dos alunos de acordo com o surgimento dos erros no experimento, permitindo compreender que, em sua maioria, os alunos apontam como causadores dos erros, as falhas metodológicas, associadas às técnicas manipulativas nos instrumentos. Também possibilitou a compreensão do prosseguimento na investigação, onde a reformulação do desenvolvimento experimental utilizando sequências manipulativas diferentes está presente. Nesse sentido, o trabalho demonstrou uma boa perspectiva futura quanto ao ensino do conceito de titulação para os alunos de Ensino Médio, pois possibilita ao aluno formular e reformular hipóteses durante a investigação, bem como permite, ao professor, reformular sua prática, integrando a ela a necessidade da sintonia entre educando e educador.
In this search, we seek to investigate the development of an experiment with an investigative focus on the second year of High School students, from a State Technical School. For this, we selected within the contents already worked on in this series, the acid-base titration theme, which includes a set of prior knowledge necessary for its structuring. Aligned with the experiment with an investigative approach, proposed in this work and based on Cañal (1997), we plan a UDM (BEGO, 2015), to give us theoretical support to answer the research question. We monitored students´ hypotheses formulation, analyzing how they recognize an experimental error of a conceptual nature and/or a procedural one (POZO, 2017), and how they proceed with the investigation. The analyses enabled the categorization of students´ speech according to emerging errors in the experiment, allowing us to understand that, in most cases, the students pointed out the methodological flaws associated with the manipulative techniques in the instruments as the causes of errors. It also made possible the comprehension of the continuity of the research, where the reformulation of experimental development working with different manipulative sequences is being used. In this sense, the work presented a good future perspective regarding the teaching of the concept of qualification for High School students, as it allows the second-year learners to formulate and reformulate hypotheses during the research, as well as makes it possible for the teacher to reformulate his techniques, integrating into it the need for harmony between student and educator.
In this search, we seek to investigate the development of an experiment with an investigative focus on the second year of High School students, from a State Technical School. For this, we selected within the contents already worked on in this series, the acid-base titration theme, which includes a set of prior knowledge necessary for its structuring. Aligned with the experiment with an investigative approach, proposed in this work and based on Cañal (1997), we plan a UDM (BEGO, 2015), to give us theoretical support to answer the research question. We monitored students´ hypotheses formulation, analyzing how they recognize an experimental error of a conceptual nature and/or a procedural one (POZO, 2017), and how they proceed with the investigation. The analyses enabled the categorization of students´ speech according to emerging errors in the experiment, allowing us to understand that, in most cases, the students pointed out the methodological flaws associated with the manipulative techniques in the instruments as the causes of errors. It also made possible the comprehension of the continuity of the research, where the reformulation of experimental development working with different manipulative sequences is being used. In this sense, the work presented a good future perspective regarding the teaching of the concept of qualification for High School students, as it allows the second-year learners to formulate and reformulate hypotheses during the research, as well as makes it possible for the teacher to reformulate his techniques, integrating into it the need for harmony between student and educator.
Descrição
Palavras-chave
Ensino de Química, Ensino por Investigação, Erro, Experimento Investigativo, Ensino de Titulação, Chemistry teaching, Error, Investigative experiment, Titration teaching