Análise da construção de sentidos e significados sobre a reação de oxirredução pelos estudantes a partir de uma sequência didática sobre bafômetro.

Abstract

The main objective of the present monograph was to analyze the process of meaning construction and attribution of senses about the oxireduction reaction, experienced by students when they are engaged in structured activities in a teaching and learning sequence with the breathalyzer thematic. The methodological path was constituted by: planning and structuring a teaching and learning sequence (TLS), from the perspective of Méheut (2005) and the conceptual profile theory proposed by Mortimer (1995) to investigate the process of meaning construction, application and analysis of the steps experienced throughout the sequence. Amidst the steps of the sequence, two questionnaires were applied to a 3rd grade high school class, one for the survey of previous conceptions of oxireduction reactions and the other associated with an experimental activity of “breathalyzer simulation”. From the answers obtained, we observed that, in general, the students did not present well-constructed meanings about the definition of an oxireduction reaction and this is justified by the meanings they attribute to the concept, not having a closer relationship with the scientifically accepted meaning. Thus, through the conceptualization process, analyzed through the learning paths traced by the students, we realize how each individual understands the concepts from the senses and meanings that they attribute in their particularities. And that often in the process of appropriation of a scientific concept, it is common to make use of it without really mastering its significance, using only fluid senses that vary depending on the context.