Atomic models in high school: a potentially meaningful teaching unit emphasizing epistemological description
In this work, we present the results of the application of a Potentially Meaningful Teaching Unit of 10 classes on Atomic Models, emphasizing the epistemological construction, in a Kuhnian perspective, of the concept of Atom, for high school students of a city in the Amazonian Countryside. To study...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/1756 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/1756 |
| Access Level: | acceso abierto |
| Palabra clave: | Atomic Models Meaningful Learning PMTU Modelos Atômicos Aprendizagem Significativa UEPS |
| Sumario: | In this work, we present the results of the application of a Potentially Meaningful Teaching Unit of 10 classes on Atomic Models, emphasizing the epistemological construction, in a Kuhnian perspective, of the concept of Atom, for high school students of a city in the Amazonian Countryside. To study students’ meaningful learning processes, we used Ausubel’s Meaningful Learning theory and Text Discursive Analysis. The results derived from the comparison of results in initial activity and final learning verification evidence the evolution of conceptual, historical and epistemological views of students in qualitative terms, and to the quantitative increasement concerning conceptual and historical views. It is concluded that there is evidence of assimilation patterns indicating both derivative and correlative subsumption, in greater frequency, and superordination occurring a fewer number of times. |
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