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Concepções alternativas de alunos do 5º ano de escolaridade sobre estrutura e propriedades do ar: identificação de estratégias de mudança conceptual
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Abstract(s)
A investigação sobre o ensino das Ciências tem demonstrado, nas últimas
décadas, que as crianças iniciam a sua vida escolar com ideias, crenças e expectativas
sobre os fenómenos naturais. Tais representações espontâneas são geralmente
designadas por concepções alternativas. Tem sido, do mesmo modo, evidenciado pela
investigação que os alunos não abandonam facilmente as suas concepções prévias, em
favor dos novos conceitos científicos que se lhes pretende ensinar. Assim, muitos
investigadores enfatizam a importância do conhecimento dessas concepções como ponto
de partida e factor essencial no processo de ensino-aprendizagem das ciências. Só uma
abordagem de ensino que parta das concepções do aluno e que o confronte com eventos
que põem em causa essas concepções, provocando nele o conflito cognitivo, consegue
ser eficaz na promoção da mudança conceptual.
Recenl research in science education has demonstrated that young children, even hefore entering school, already possess powerful ideas, beliefs and expectancies about natural phenomena. Such spontaneous representations are generally rcfcrred lo as altemative conceptions. The same body of research has indicatcd that students do not casily abandon their previous conceptions in favor of new scientific concepts they are taught in school. fluis, many educators emphasize the importance of understanding those conceptions as a starting point for, and an essential factor in, the teaching/leaming process in the sciences. Only through an approach to teaching that starls from naive altemative conceptions and then confronts the student with objeets and events that bring into question those conceptions - provoking a cognitive conflict in the student - will we be ablc to efficaciously promote conccpt change.
Recenl research in science education has demonstrated that young children, even hefore entering school, already possess powerful ideas, beliefs and expectancies about natural phenomena. Such spontaneous representations are generally rcfcrred lo as altemative conceptions. The same body of research has indicatcd that students do not casily abandon their previous conceptions in favor of new scientific concepts they are taught in school. fluis, many educators emphasize the importance of understanding those conceptions as a starting point for, and an essential factor in, the teaching/leaming process in the sciences. Only through an approach to teaching that starls from naive altemative conceptions and then confronts the student with objeets and events that bring into question those conceptions - provoking a cognitive conflict in the student - will we be ablc to efficaciously promote conccpt change.
Description
Dissertação de Mestrado, Ciências da Educação, Escola Superior de Educação, Universidade do Algarve, 1998
Keywords
Investigação qualitativa Metodologia