Edson José Wartha

O conceito de eletronegatividade na educação básica e no ensino superior

The goal of this study was to examine the means used by textbook authors to introduce, define, and explain the electronegativity concept in high school and introductory college chemistry textbooks. Results obtained showed that most textbooks lacked history precedence and did not deal with the conceptual understanding and manifesting a strong standardization of characteristics that, from our point of view, do not favor the teaching-learning of the electronegativity concept.

Construindo o conhecimento através de projetos de trabalho: uma experiência no curso de química da universidade estadual de Santa Cruz

In this work, we describe a pedagogical experiment using work projects in chemistry undergraduate programs in general chemistry and inorganic chemistry courses making learning more dynamic and consolidating the link between students and the external community. We highlight as fundamental outcomes the improvement in the learning process and, above all, the active participation of the students in investigation and problem-solving activities.

Estabelecendo relações entre as dimensões pedagógica e epistemológica no Ensino de Ciências

EnglishIn this study we will discuss the epistemological and pedagogical aspects that are central to the design of teaching-learning sequences (TLS) in the field of science teaching, especially highlighting the approach of these materials in secondary school. This design is based on a didactic model that considers elements of concept-context relations in the epistemic dimension, and student-teacher in the pedagogical dimension. Based on this model, we defend this structure as useful both for researchers (choices and more explicit hypotheses) and teachers (more dialogic organization in the teaching and learning process) in the research and teaching of science. portuguesNeste estudo discutiremos aspectos epistemologicos e pedagogicos fulcrais e subjacentes ao delineamento de Sequencias de Ensino e Aprendizagem no âmbito do ensino de Ciencias, sobretudo destacando a abordagem desses materiais na escola secundaria. Tal delineamento esta embasado em um modelo didatico que considera elementos das relacoes conceito-contexto, na dimensao epistemica, estudante-professor, na dimensao pedagogica. Embasados nesse modelo, defendemos que essa estrutura pode ser util tanto para pesquisadores (escolhas e hipoteses mais explicitas) e professores (organizacao mais dialogica no processo de ensino e aprendizagem) no que tange a pesquisa e o ensino de Ciencias.

O experimento da gota salina e os níveis de representaçao em química

El experimento de la gota salina y los niveles de representacion en quimica. Este trabajo pretende presentar un enfoque metodologico para abordar el contenido electroquimico que conecta los tres niveles de representacion del conocimiento quimico, a traves del experimento clasico de la gota salina. A partir de esta actividad se procura integrar los diferentes niveles de representacion para auxiliar al estudiante a organizar sus ideas en una vision de totalidad, al presentar y discutir las conexiones posibles entre los diversos tipos de representacion.