Ensino de Modelos Atômicos na Educação Básica: Análise de Estratégias de Ensino a partir de uma Revisão da Literatura

Abstract

The teaching of atomic models is one of the fundamental pillars for understanding science, especially in the fields of Physics and Chemistry, as it involves concepts related to the structure of matter, chemical transformation processes, and the foundations of Modern Physics. Within this context, this undergraduate thesis presents a literature review aimed at analyzing teaching proposals on atomic models directed at Basic Education, identifying their characteristics, pedagogical approaches, and contributions to student learning. From this perspective, the research sought to answer the following question: What teaching proposals for the instruction of atomic models in Basic Education have been presented in Brazilian scientific literature? To achieve this objective, a literature review was conducted, and the selected studies were analyzed and organized into four main categories: (1) epistemological and historical issues related to the teaching of atomic models; (2) proposals implemented in the classroom and accompanied by learning outcomes; (3) teaching proposals specifically focused on the study of atomic models; and (4) analyses of high school textbooks that address content related to atomic models. Additionally, subcategories were established to encompass the use of ICTs, playful activities, history of science, analogies, production of written activities, and computational resources. The analysis revealed that, although each approach presents specific challenges, all contribute to promoting meaningful learning, leading students to replace memorization-based explanations with more coherent and conceptually grounded arguments. It is concluded that the combination of different methodologies, when appropriately contextualized, favors a more robust understanding of atomic models and strengthens conceptual development.