Analysing processes of conceptualization for students in lessons on substance from the emergence of conceptual profile zones

Abstract

In this paper, we analyze the process of conceptualization experienced by students in Secondary School when involved in activities in a teaching and learning sequence on the concept of substance, considering the emergence of zones of the conceptual profile. The results point out that the approaches to different modes of thinking of substance enabled the teacher to discuss and confront ideas, leading students to construct or share meanings stabilized in a scientific view. The conceptual profile was an important tool to design activities by creating discursive contexts involving different modes of thinking about substance, which contributed to raising specific discussions involving historical, scientific and social contexts to understand senses and meanings for substances.

Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education

“…To date, several authors have built the conceptual profiles of different scientific concepts such as atom, physical states of matter (Mortimer, 1995(Mortimer, , 2000, chemical reaction (Solsona, Izquierdo & De Jong, 2003), heat (Amaral & Mortimer, 2001), entropy and spontaneity (Amaral, Mortimer & Scott, 2014), substance (Silva & Amaral, 2013;Amaral, Silva & Sabino, 2018), molecule and life (Coutinho, El-Hani & Mortimer, 2014). In the following section, we summarize the results of a study focused on developing the conceptual profile of "chemistry" which characterizes different modes of thinking and ways of speaking about chemistry in different domains (Freire, 2017;Freire & Amaral, 2018).…”

Análise de modos de pensar o conceito de Substância Mobilizadas por professores de Ciências

“…Atualmente, diferentes pesquisas (Silva & Amaral, 2013, Mortimer & El-Hani, 2014, Silva, 2017, Amaral, Silva, & Sabino, 2018, Diniz Júnior & Amaral, 2019 vêm buscando modificar a forma como o ensino de Ciências é direcionado nas escolas. Uma vez que esse ensino vem transcorrendo de forma limitada, baseado apenas no modelo de ensino transmissão-recepção, no qual os estudantes não encontram sentidos para estudar variados conceitos em sala de aula.…”