A theoretical-methodological triad for the performance of experimental activities in chemistry classes in Basic, Technical, and Technological Education
This paper is the result of doctoral research. It aims to characterize, based on the literature, the understandings of researchers and chemistry teachers on experimentation, as well as to present a theoretical-methodological proposition for the planning and development of experimental activities in...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositório: | Revista Investigações em ensino de ciências |
| Idioma: | português |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/3102 |
| Acesso em linha: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/3102 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Experimentation EBTT Fleckian epistemology Federal Institutes Experimentação Epistemologia fleckiana Institutos Federais |
| Resumo: | This paper is the result of doctoral research. It aims to characterize, based on the literature, the understandings of researchers and chemistry teachers on experimentation, as well as to present a theoretical-methodological proposition for the planning and development of experimental activities in chemistry courses of different levels offered by the Federal Institutes of Education, Science and Technology (IF), based on the axes Work, Science, Culture, and Technology, the basis of the teaching conception advocated by the IF. We developed qualitative exploratory research carried out in two stages: theoretical and field, having the review of the narrative-type literature and the semi-structured interview as a source of data construction. Interpretations in the light of Fleckian epistemology indicate the existence of two styles of thought about experimentation: simplistic and contemporary. In addition, they point to a theoretical-methodological proposition for Basic, Technical and Technological Education based on three axes: scientific-cultural, scientific-theoretical, and conceptual and scientific-professional. In the constructed triad, technology is perceived as a transversal element and science as a logical, historical and social construction. Finally, we believe such a proposition can contribute to new understandings of science, enhance collaborative work and foster the development of experimentation from a contemporary perspective. |
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