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Marco Antonio Bueno Filho 1 , Carmen Fernandez 2 , Liliana Marzorati 2

1 Universidade Federal do ABC - UFABC, Santo André, 09210-580, Brazil . 2 Chemistry Institute , University of São Paulo, São Paulo, C.P. 26077, Brazil . e-mail: marco.antonio@ufabc.edu.br. INTRODUCTION. RESULTS AND DISCUSSION.

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Marco Antonio Bueno Filho 1 , Carmen Fernandez 2 , Liliana Marzorati 2

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  1. 1Universidade Federal do ABC - UFABC, Santo André, 09210-580, Brazil. 2Chemistry Institute, Universityof São Paulo, São Paulo, C.P. 26077, Brazil. e-mail: marco.antonio@ufabc.edu.br INTRODUCTION RESULTS AND DISCUSSION In introductory organic chemistry courses, stereochemistry has been frequently mentioned as a source of difficulties mainly because it requires a clear visualization and mental manipulation of the molecular structures on space1. However, been familiar with structural stereoviews is just one of the requisite skills for a proper learning of concepts of organic chemistry. In addition, it is also necessary to understand the conceptual content of the symbolical representations. This study investigates the processes of formal logical operations of the chemical action of representing and relate them to the conceptual content of thought. Figure 2 - Subject A27, MEI argumentationdiagram operational invariants related to chemical representation: dynamics aspects of the conceptualization Figure 3 - Subject A39, ME argumentationdiagram METHOD We analyzed data related to stereochemical problems solving gathered from 58 undergraduate students enrolled in Chemistry, Engineering and Pharmacy Courses. The recordings were made on video and transcribed with the help of the software Transana2. In order to access the conceptual elements related to the action of the students, categories were defined based on Vergnaud’s Theory of Conceptual Fields3,4, and focused on oral and gestural resources5. The structure of the argument was articulated through the Toulmin´s conceptual content model6. Table 2 - Invariants´s association in the selected participants Table 1 - Definitions adopted Marco Antonio Bueno Filho1, Carmen Fernandez2, Liliana Marzorati2 As a result, three operational invariants were proposed - the structural identity (I), equivalence (E) and free movement in space (M) - as conceptual elements capable of association during the action of the subject. This association represents three schemes, ME, MEI and EI, which account for significant differences in students’ proposals and conclusions. REFERENCES • a. Represents the image you would see in the mirror. • b. It would be possible to overlap what you drew the initial object? • c. Suppose were molecules. Would be the same compound or different compounds? Why? • d. Explain using models. Barke, H.-D.; Engida, T.; Chemistry education: research and practice in europe, 2001, 2, 227-23. Fassnacht, C.; Woods, D.; 2008, Wisconsin Center for Education Research of University of Wisconsin-Madison. Verganud, G.; Human Development, 2009, 52, 83-94. Vergnaud, G.; Reserches en Didactique des Mathématiques, 1990, 23, 133-170. McNeill, D. Hand and Mind: what gestures reveal about thought. 1992, University of Chicago Press. Toulmin, S, The uses of argument,1958, Cambridge University Press. Figure 1 - Thereflection'sproblem.

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