Análise do desenvolvimento de modelos mentais a partir da contribuição de atividades investigativas
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Data
2022-01-24
Autores
Carvalho, Amanda Carolina Gimenes
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Ensino de Química no Brasil vem enfrentando diversos desafios ao longo dos anos, o que, em parte, justifica-se devido às metodologias de ensino e de aprendizagem adotadas, as quais são baseadas no ensino tradicional. Diante disso, este estudo, o qual consiste em uma pesquisa qualitativa, apresenta uma metodologia embasada na abordagem investigativa com o intuito de identificar o aprendizado dos alunos sob a luz da análise dos modelos mentais construídos durante o desenvolvimento das atividades. Para isso, desenvolveu-se um minicurso com a proposta de atividades de investigação, as quais foram analisadas em consonância as ideias de Johnson-Laird segundo a Teoria dos Modelos Mentais. O minicurso foi realizado nas aulas de uma disciplina eletiva ministrada pela pesquisadora com alunos do Ensino Médio de uma escola da rede pública estadual em uma cidade do interior do Estado de São Paulo. Assim, considerando o objetivo da disciplina eletiva em subsidiar os alunos cognitivamente para avaliações externas como o ENEM, desenvolveu-se uma sequência didática envolvendo atividades de investigação em aulas teóricas abrangendo conceitos químicos estudados em uma das temáticas mais recorrentes no ENEM: a Química Ambiental. O minicurso teve como objetivo fornecer embasamento teórico para os alunos realizarem as atividades propostas, e, em decorrência da pandemia provocada pela COVID-19 e a necessidade de isolamento social, as aulas presenciais foram suspensas, o que acarretou a realização das práticas no formato online. Os conteúdos consistiam no estudo do efeito estufa, chuva ácida, inversão térmica, ilhas de calor, smog e camada de ozônio. Após os encontros, os alunos eram orientados a realizar as atividades, e partindo das problemáticas ambientais esperava-se que estes propusessem hipóteses que justificassem as causas para a situação problema e, posteriormente, apresentassem estratégias de solução. Foram realizados, sequencialmente, um Questionário Inicial com o objetivo de identificar os modelos mentais iniciais dos alunos, quatro atividades de investigação pelas quais pode-se investigar os modelos mentais dos alunos ao longo do desenvolvimento do minicurso e um Questionário Final ao término do minicurso para verificar os modelos mentais construídos e analisar suas estruturas e funcionalidades, considerando se houve evolução ou não em relação àqueles identificados previamente. Foram realizadas, ainda, entrevistas com alguns alunos para maior detalhamento de seus modelos mentais. A análise dos dados obtidos permitiu observar, para cada Atividade de Investigação, a estrutura dos modelos mentais dos alunos em relação às problemáticas ambientais, no que diz respeito aos tokens referentes aos conteúdos químicos inerentes à estas problemáticas. Assim, foi possível concluir que a maior parte dos modelos mentais dos alunos possuíam falhas nos tokens referentes às ligações químicas e geometria molecular, indicando dificuldade por parte dos alunos nestes conceitos. Ademais, pode-se observar uma participação protagonista dos alunos, o que culminou no aprimoramento dos modelos mentais iniciais de alguns alunos, indicando um aprendizado satisfatório. Neste sentido, este trabalho apresenta-se como uma promissora metodologia para embasar os processos de ensino e de aprendizagem, fundamentados na abordagem investigativa na área do Ensino de Química e Ciências, promovendo, assim, uma melhoria no processo de construção do conhecimento e saber científico.
The teaching of chemistry in Brazil has faced several challenges over the years, which is partly justified by the teaching and learning methodologies adopted, which are based on traditional teaching. Therefore, this study, which consists of qualitative research, presents a methodology based on the investigative approach in order to identify student learning in light of the analysis of mental models constructed during the development of activities. For this, a short course was developed with the proposal of investigative activities, which were analyzed in line with the ideas of Johnson-Laird according to the Mental Models theory. The short course was held in the classes of an elective subject taught by the researcher with high school students from a public high school in a city in the interior of São Paulo State. Thus, considering the goal of the elective subject in subsidizing students cognitively for external assessments such as ENEM, a didactic sequence was developed involving investigative activities in theoretical classes covering chemical concepts studied in one of the most recurrent themes in ENEM: Environmental Chemistry. The short course aimed to provide a theoretical foundation for students to perform the proposed activities, and, due to the pandemic caused by COVID-19 and the need for social isolation, the face-to-face classes were suspended, which led to the realization of the practices in online format. The subjects consisted of the study of the greenhouse effect, acid rain, thermal inversion, heat islands, smog, and the ozone layer. After the meetings, the students were guided to perform the activities, and based on the environmental problems, they were expected to propose hypotheses that would justify the causes of the problem situation and, subsequently, present solution strategies. Sequentially, an Initial Questionnaire was carried out with the objective of identifying the students' initial mental models, four investigative activities through which the students' mental models could be investigated along the development of the short course, and a Final Questionnaire at the end of the short course to verify the mental models built and analyze their structures and functionalities, considering whether there was evolution or not in relation to those previously identified. Interviews were also conducted with some students for further detailing of their mental models. The analysis of the data obtained allowed us to observe, for each Investigative Activity, the structure of the students' mental models in relation to environmental problems, in what concerns the tokens related to the chemical contents inherent to these problems. Thus, it was possible to conclude that most of the students' mental models had gaps in the tokens related to chemical bonding and molecular geometry, indicating students' difficulty with these concepts. Moreover, a protagonist participation of students could be observed, which culminated in the improvement of the initial mental models of some students, indicating a satisfactory learning experience. In this sense, this work presents itself as a promising methodology to support the teaching and learning processes, based on the investigative approach in the area of teaching chemistry and science, thus promoting an improvement in the process of building knowledge and scientific knowledge.
The teaching of chemistry in Brazil has faced several challenges over the years, which is partly justified by the teaching and learning methodologies adopted, which are based on traditional teaching. Therefore, this study, which consists of qualitative research, presents a methodology based on the investigative approach in order to identify student learning in light of the analysis of mental models constructed during the development of activities. For this, a short course was developed with the proposal of investigative activities, which were analyzed in line with the ideas of Johnson-Laird according to the Mental Models theory. The short course was held in the classes of an elective subject taught by the researcher with high school students from a public high school in a city in the interior of São Paulo State. Thus, considering the goal of the elective subject in subsidizing students cognitively for external assessments such as ENEM, a didactic sequence was developed involving investigative activities in theoretical classes covering chemical concepts studied in one of the most recurrent themes in ENEM: Environmental Chemistry. The short course aimed to provide a theoretical foundation for students to perform the proposed activities, and, due to the pandemic caused by COVID-19 and the need for social isolation, the face-to-face classes were suspended, which led to the realization of the practices in online format. The subjects consisted of the study of the greenhouse effect, acid rain, thermal inversion, heat islands, smog, and the ozone layer. After the meetings, the students were guided to perform the activities, and based on the environmental problems, they were expected to propose hypotheses that would justify the causes of the problem situation and, subsequently, present solution strategies. Sequentially, an Initial Questionnaire was carried out with the objective of identifying the students' initial mental models, four investigative activities through which the students' mental models could be investigated along the development of the short course, and a Final Questionnaire at the end of the short course to verify the mental models built and analyze their structures and functionalities, considering whether there was evolution or not in relation to those previously identified. Interviews were also conducted with some students for further detailing of their mental models. The analysis of the data obtained allowed us to observe, for each Investigative Activity, the structure of the students' mental models in relation to environmental problems, in what concerns the tokens related to the chemical contents inherent to these problems. Thus, it was possible to conclude that most of the students' mental models had gaps in the tokens related to chemical bonding and molecular geometry, indicating students' difficulty with these concepts. Moreover, a protagonist participation of students could be observed, which culminated in the improvement of the initial mental models of some students, indicating a satisfactory learning experience. In this sense, this work presents itself as a promising methodology to support the teaching and learning processes, based on the investigative approach in the area of teaching chemistry and science, thus promoting an improvement in the process of building knowledge and scientific knowledge.
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Palavras-chave
Ensino de ciências, Ensino por investigação, Química ambiental, Science teaching, Inquiry teaching, Environmental chemistry