Contribuições do ensino de ligação iônica baseado em modelagem ao desenvolvimento da capacidade de visualização

Abstract

This study aims at investigating the influence of modelling activities in both the development of students visualization abilities and students understanding of the role of representations in scientific knowledge elaboration and communication processes. In order to do so, we consider the elements involved in visualization abilities, as defined in the literature: to understand the conventions of representation generally used in chemistry; to translate a given model between the modes and sub-modes in which it can be depicted; to construct a representation within any mode and sub-mode for a given purpose; to solve novel problems using a model-based approach; to recognise the importance of models concerning the creation and communication of scientists ideas. The study was conducted from a modelling-based teaching for ionic bonding. The class was composed by 32 second year students from a federal public medium level school. The students worked in groups, one of which was chosen to build a case study. Data were obtained from several sources: the written activities and the models produced by the group during the activities, an individual post-teaching questionnaire, the video-recording of all classes, interviews with some students, and teachers notes. From the data analysis, we concluded that the modelling-based activities favoured the development of the elements involved in visualization abilities as well as the students understanding of the role of representations in scientific activities.