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The use of drawings in the (re)construction of chemical concepts in the context of the classroom

Grant number: 22/16395-3
Support Opportunities:Regular Research Grants
Duration: May 01, 2023 - April 30, 2025
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Principal Investigator:Solange Wagner Locatelli
Grantee:Solange Wagner Locatelli
Host Institution: Centro de Ciências Naturais e Humanas (CCNH). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
Associated researchers: David Treagust ; Mauro Mocerino

Abstract

The focus of this research project is the classroom, intending to understand how the use of drawings can favor the construction/reconstruction/revision of chemical concepts with high school and higher education students. This is justified, since the scientific literature has indicated as promising the use of these visualizations in learning chemistry, as well as recommended more studies in this direction, and we consider it a challenge for students to move between levels of representation, especially the submicro to learn chemistry. As theoretical and methodological references, we will rely on the elements of self-regulated learning and in relation to methodology, this will have a qualitative-interpretative perspective with the support of the didactic approach of inquiry-based learning. The data sources will include participant observation of the researchers involved, audiovisual record, diagrams (drawings) produced by the students and questionnaires. The research subjects will be high school and higher education students from public institutions in São Paulo, and the research will also be articulated with extensionist actions. This enables the strengthening of the university-basic school bond, contributing to the teaching-learning of the students involved and the initial/continuing education of teachers, as well as intending to approach international researchers in the area of chemistry education, in order to expand and disseminate the knowledge produced. As result, it is expected to contribute to (i) understanding how the chemistry learning process takes place with the proposal of the use of drawings in the classroom according to the theoretical-methodological references adopted; (ii) approximations between public school and university; (iii) production and expansion of knowledge about the use of this specific type of metacognitive strategy. (AU)

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