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| Author(s): |
Erik Montagna
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Conjunto das Químicas (IQ e FCF) (CQ/DBDCQ) |
| Defense date: | 2014-09-01 |
| Examining board members: |
Bayardo Baptista Torres;
Gabriel Gerber Hornink;
Denise Vaz de Macedo;
Maria Teresa Machini;
Nadja Cristhina de Souza Pinto
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| Advisor: | Bayardo Baptista Torres |
| Abstract | |
Research groups in teaching biochemistry, sponsored by the International Union of Biochemistry and Molecular Biology (IUBMB) seeking currently inventorying the key fundamental concepts for teaching biochemistry, given the great expansion of knowledge. One of these concepts is the dynamic balance by their ubiquity (reduction potential, among other buffer system, and reversible reactions the direction of the concept of standard free energy, free energy, enzyme kinetics, allosteric regulation). Given the importance of the fundamental concepts for the construction of new knowledge, it is necessary that they are not distorted by alternative concepts. As there is remarkable paucity of data on the chemical balance of Biochemistry learning, this thesis produced (1) the exploration of alternative biochemical concepts; (2) the proposition of instructional strategies to correct or mitigate the concepts found. To achieve the item (2) was developed, implemented and evaluated a software that simulates situations contextualized chemical balance in the topics of biochemistry. The results showed that students i. have serious conceptual flaws in chemical equilibrium, even in simple matters; ii. incorporated terse phrases of fundamental chemistry, unable to understand the fundamentals of these assertions; iii. apply the mathematical manipulations involved in the problems of chemical equilibrium unable to understand the phenomena involved; iv. treat the chemical balance essentially algebraic way, without considering the nature of the phenomenon; v. fail to apply the concepts of chemical equilibrium in a new situation, even in a situation facing the concepts of biochemistry. The software was produced a Virtual Simulator Electrophoresis (EVS), which integrates the levels of representation of chemical phenomenon; was built with the prospect of using online platforms have been developed in Java Script, HTML5 and CSS, compatible with international technological standards (World Wide Web Consortium). The results of its application in a undergraduate course showed that the intervention resulted in an increase in accuracy for diagnostic tests applied to students in the comparison group who did not undergo intervention. It was concluded that the EVS was able to mitigate previously diagnosed and alternative concepts that are necessary to produce specific intervention tools identified for alternative concepts (AU) | |
| FAPESP's process: | 10/11608-1 - Misconceptions on Chemical Equilibrium and its consequences on Biochemistry learning: diagnosis and recuperatory interventions. |
| Grantee: | Erik Montagna |
| Support Opportunities: | Scholarships in Brazil - Doctorate |