Banca de DEFESA: VIVIANE FLORENTINO DE MELO
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : VIVIANE FLORENTINO DE MELO
DATA : 10/12/2020
HORA: 08:00
LOCAL: https://conferenciaweb.rnp.br/events/defesa-de-doutorado-de-viviane-florentino-de-melo
TÍTULO:
Epistemological profile and chemistry self-concept: evaluating density understanding
PALAVRAS-CHAVES:
Epistemological profile, scientific concept of density, self-concept in Chemistry
PÁGINAS: 292
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Avaliação da Aprendizagem
RESUMO:
In this work, we present research that aims to understand the appropriation of scientific concepts by high school students from two perspectives: the notion of the epistemological profile and the construct of self-concept in chemistry. We use the epistemological profile theory to encompass all facets of the scientific concept of density addressed at this education level. This perspective conceptualizes the ways individuals understand and deal with reality. The epistemological profile is composed of different zones, so each zone represents a particular way of understanding and dealing with the world. The building of the self-concept concerns the individual's perception of his/her abilities when facing scientific content. It is directly related to motivation expectations. For this study, three different tools were built and validated: two referring to the concept of density and one to the self-concept in chemistry. Concerning the concept of density, we built a categorical system that delimits complexity levels in each profile zone, which is an analysis tool; and a three-tier test built to meet the theoretically defined zones, a collection tool. Concerning the chemistry self-concept, a scale was constructed and validated. The validation process showed that the self-concept scale is described by three different facets: performance, interest, and cognitive engagement. Our results indicate that students complete high school without consolidating knowledge regarding density content according to the curriculum parameter. In this way, we call attention to high school level training that does not overcome common sense in the subject, nor does it implement theoretical elements to understand empirical situations. In one group of students about self-concepts in chemistry, no correlation was found between their proficiencies in the density test and their self-concept values described by the facets. In another group, a moderate negative correlation (-0.6) was observed between the performance facet and the test proficiency measures. We argue that this group of students' mistaken perception can be explained due to the reference group, which concerns the peers with which the students compare in their context. Based on this result, we question the impact of the current approach to the chemistry discipline contents, in general, and, specifically, in terms of the level of complexity of the understanding reached by the sample students about these contents. In addition to the results mentioned, we also consider that our work contributes from the academic, teaching, and curricular perspectives. In the first, concerning the methodology used; in the second, with the construction of instruments that can be used to diagnose the student's profile; in the latter, because the survey of the epistemological density profile helps to understand to what extent the curricular objectives for teaching this concept are achieved. The mentioned contributions can have implications for the type of approach, teaching strategy, and the discussion about the adequacy of the content in the investigated level of education.
MEMBROS DA BANCA:
Presidente - 1318903 - AMANDA AMANTES NEIVA
Interno - 2895880 - HELIO DA SILVA MESSEDER NETO
Interno - 071.811.595-34 - JOSE LUIS DE PAULA BARROS SILVA - UFBA
Externo à Instituição - MARCELO GIORDAN
Externo à Instituição - MOACIR PEREIRA DE SOUZA FILHO - UNESP