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| Author(s): |
Anike Araujo Arnaud
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Instituto de Física (IF/SBI) |
| Defense date: | 2019-06-13 |
| Examining board members: |
Carmen Fernandez;
Simone Alves de Assis Martorano;
Maria Inês de Freitas Petrucci dos Santos Rosa
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| Advisor: | Carmen Fernandez |
| Abstract | |
The textbook appears in the Brazilian context as one of the most present didactic resources in basic education. This is due to the actions of the National Textbook Program that selects and distributes books throughout the national territory. This resource can help the work of the teacher in the classroom, especially in the chemical concepts considered difficult to teach and to learn. It is the case of redox reactions content. In this sense, this investigation was carried out in order to answer the question: How is the content of redox reactions constructed throughout the textbooks of basic education and what are the possible influences on the alternative conceptions reported in the literature? In order to answer this question, the Categorical Thematic Content Analysis was chosen as the research methodology and three main analyzes were carried out. The first analysis consisted of identifying topics relevant to the redox reactions in the textbooks of elementary and middle school and high school chemistry, and describing how this content is constructed throughout basic education. The second analysis sought to understand which redox models are being used to approach this content, mainly in the definition of these reactions. The results of these two analyzes allowed us to infer that the way in which the redox reactions are present in the science books and the redox model used in the definition of these reactions may be influencing the alternative conceptions most reported in the literature. As a result, another analysis was carried out in the high school chemistry books to verify if they provide support to the teacher in the teaching-learning process and in the confrontation with these conceptions. For this third analysis was used the instrument of evaluation of the quality of the textbook created by project 2061 that investigates the presence of seven aspects, considered essential to the work of the teacher Although the analyzes indicate that the approach of the content present in these books can cause conceptual confusion and influence the alternative conceptions of the students, it was realized that only one of the collections of textbooks for high school level approaches the content in order to help the teacher in the confrontation of these conceptions. In order to do it, this collection presents redox reactions without the presence of oxygen, always placing the oxidation and reduction reactions together, and discussing the importance of electronegativity in the processes. Due to this, we conclude the importance of new research that investigate the use of these books in the classroom and emphasize the importance of knowing and working the students\' alternative conceptions. (AU) | |
| FAPESP's process: | 17/12951-0 - The analysis of the construction of redox reactions content in basic education textbooks |
| Grantee: | Anike Araujo Arnaud |
| Support Opportunities: | Scholarships in Brazil - Master |