Um olhar investigativo sobre o conceito de modelos atômicos

Abstract

This paper presents an evaluation of the interaction and argumentation of students regarding the content of atomic models, developed in a dialogical context, based on a didactic sequence supported by an active methodology. Given the complexity of the concept of atomic models addressed in the first year of high school, the need for investigative practices that fosters argumentation and content appropriation emerges in a school located in a suburb of Greater Belo Horizonte, in the city of Vespasian. The analysis of the transcriptions showed that the sequence stimulated the debates and the interaction of those involved, providing reflection linked to the investigative approaches in the construction of the argument, resulting in the validation of the methodological tools on the new look of the teacher / researcher in the learning process.