Compreender o átomo : estratégias de ensino para alunos do 3º ciclo do ensino básico
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2014
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O problema central deste projeto surgiu ao se detetar que a maioria dos alunos tem dificuldades específicas na disciplina de Ciências Físico-Química, nomeadamente, sobre o conceito de átomo, inserido na unidade de classificação dos materiais. Assim, neste projeto de investigação procura-se investigar as razões destas dificuldades, sendo o seu objetivo central compreender por que motivo os alunos não entendem o conceito de átomo. Para o desenvolvimento deste estudo, elaborou-se um questionário para uma amostra de 51 alunos, provenientes de duas escolas de contextos sócio-económicos diferentes que frequentam o centro de estudos Horizontes Criativos, em Lisboa, para testar os seus conhecimentos sobre o átomo. Os resultados das análises qualitativa e quantitativa das respostas revelam, por parte dos dois grupos de alunos, uma escassez de conhecimentos ao nível do modelo atómico, ou seja, do que é especificamente um átomo e da sua constituição. Desta forma, face às dificuldades expressas pelos alunos, procura-se dar resposta ao problema, propondo-se, em contexto de sala de aula, a criação de recursos práticos e teóricos alusivos ao átomo, desde jogos multimédia até à abordagem histórica da evolução do átomo.
The central question of this project arouse after detecting generally, students face specific learning difficulties in the school subject of Chemistry and Physics. In particular, understanding the concept of atom, included in the unit dealing with the classification of materials, appears to be challenging for students. The present project investigates the reasons for these difficulties with the objective of shedding light on why students find the concept of atom difficult to grasp. A survey was elaborated in order to test children’s knowledge about the atom. Interviews were conducted with 51 children from two different schools and various social backgrounds who attend the tutoring centre Horizontes Criativos, in Lisbon. The results obtained from the qualitative and quantitative analysis of the students’ responses revealed an overall lack of knowledge about the atomic model – i.e. the specific meaning of an atom and its constitution – among both groups. In light of the learning challenges manifested by the students, this project offers a series of recommendations. Specifically, it is proposed that atom-related practical and theoretical resources are created and implemented in the classroom context. Examples of these resources include interactive educational games and the historical approach to the evolution of the atom.
The central question of this project arouse after detecting generally, students face specific learning difficulties in the school subject of Chemistry and Physics. In particular, understanding the concept of atom, included in the unit dealing with the classification of materials, appears to be challenging for students. The present project investigates the reasons for these difficulties with the objective of shedding light on why students find the concept of atom difficult to grasp. A survey was elaborated in order to test children’s knowledge about the atom. Interviews were conducted with 51 children from two different schools and various social backgrounds who attend the tutoring centre Horizontes Criativos, in Lisbon. The results obtained from the qualitative and quantitative analysis of the students’ responses revealed an overall lack of knowledge about the atomic model – i.e. the specific meaning of an atom and its constitution – among both groups. In light of the learning challenges manifested by the students, this project offers a series of recommendations. Specifically, it is proposed that atom-related practical and theoretical resources are created and implemented in the classroom context. Examples of these resources include interactive educational games and the historical approach to the evolution of the atom.
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Orientação : Maria Elvira Callapez
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ENGENHARIA, ENGINEERING, ENSINO DA QUÍMICA, CHEMISTRY EDUCATION, ÁTOMOS, ATOMS, PROJETOS DE INVESTIGAÇÃO, EDUCATION PROJECTS, MESTRADO EM ENSINO DE FÍSICA E QUÍMICA NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO, EDUCATION, ENSINO DA FÍSICA, PHYSICS TEACHING, ESTRATÉGIAS DE ENSINO, TEACHING STRATEGIES