Articulações entre modelagem e a teoria da aprendizagem significativa para o ensino de química

Abstract

Chemistry as Science presents overly abstract concepts, which can hinder your teaching. To overcome such difficulties, models such as partial representations concepts concepts. However, there are limitations when it comes to presentation of ready and finished models disregarding previous knowledge of students. Thus, the objective of this dissertation was investigated possible pedagogical articulations between modeling and Theory of Meaningful Learning (TAS). The research has a qualitative approach and an exploratory nature, exposing for a extensive bibliographic survey in periodicals on models / modeling and TAS in the Chemistry teaching. From this study it was possible to elaborate a theoretical proposal for use of modeling articulated to TAS, in which the objectives of modeling are defined with the knowledge of the subunits, and that the material potentially development promotes experiences and analogies with the modeled target phenomenon, the progressive differentiation and integrative reconciliation guide testing, and a multicontextual repetition favors the evaluation of the models. To demonstrate how the Limited modeling can be applied to chemistry teaching, a pedagogical proposal based on it in training education. Finally, it was possible to build a didactic approach that articulates modeling and TAS and that can subsidize pedagogical proposals for teaching ionic bonds.