Epistemological Profile of Chemical Bonding: Evaluation of Knowledge Construction in High School
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Maurícius S. Pazinato [1] ; Flávia M. Bernardi [1] ; Ana Carolina G. Miranda [2] ; Mara Elisa F. Braibante [3]
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[1] Universidade Federal do Rio Grande do Sul
Universidade Federal do Rio Grande do Sul
Brasil
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[2] Universidade Federal do Pampa
Universidade Federal do Pampa
Brasil
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[3] Universidade Federal de Santa Maria
Universidade Federal de Santa Maria
Brasil
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 98, Nº 2, 2021, págs. 307-318
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This work aims to evaluate the evolution of chemical bonding concepts of high school students at public schools in southern Brazil. For this, we built the epistemological profile of each student who took part in a teaching-learning sequence (TLS) about this topic, based on the foundations of Bachelard’s theory. Following the principles of the qualitative survey, we applied questionnaires to monitor the students’ ideas. The results revealed that the construction of knowledge took place by overcoming epistemological obstacles linked to the realist and empiricist philosophical zones. Most students (55.2%) presented a mostly rationalist profile at the end of the research, but misconceptions already found in the literature constitute strong barriers to the construction of knowledge, among which the nature of chemical bonds and chemical stability stand out.
