Análise das concepções de licenciandos de química sobre a natureza da ciência e de atividades por eles desenvolvidas em uma intervenção didática

Abstract

We understand that as science teachers, we need in our teaching formation the insertion of studies and discussion about the Nature of Science. In this sense, in the present qualitative research, we aim to analyze initial conceptions of undergraduate Chemistry students about the Nature of Science and how activities developed by them in a didactic intervention contribute to the process of construction / reconstruction of their conceptions. Sixteen chemistry graduates from a federal institution of higher education participated in this investigation, enrolled in the discipline Teaching Methodology of Chemistry. We followed four methodological steps: literature review; didactic intervention planning; development of didactic intervention; and data analysis. In the planning and development of the didactic intervention, we used the Interactive Didactic Sequence (SDI) proposed by Oliveira (2011). In this research, SDI was used as a didactic tool and as a data collection instrument. In the analysis of the data, we take as a basis theoretical and methodological assumptions of the Dialectical Hermeneutic Analysis (AHD) and the Activity Theory. From the perspective of Activity Theory, SDI and assessment were considered as activity systems. From the analyzes carried out, we can say that the graduates expressed conceptions focused both on the traditional view and on the dialectical view of Science, however most of them expressed initial conceptions closer to the traditional view. After the didactic intervention, we identified, in the scope of the evaluation activity, new nuclei of meaning about the Nature of Science expressed by the groups, nuclei of meaning that were not previously indicated in their initial conceptions, such as, for example, articulation with another area of research. knowledge, various scientists, different ways of interpreting and publishing the results. Finally, we can say that the process of construction / reconstruction of the conceptions of undergraduate students in Chemistry on the Nature of Science, based on the activities of SDI I and evaluation, as activity systems, was subsidized by the constituent components of these systems (subjects, object, mediating artifacts, historicity and contradictions.