Banca de DEFESA: KASSIELLY RAIMUNDA DIAS DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KASSIELLY RAIMUNDA DIAS DA SILVA
DATE: 27/02/2023
TIME: 17:30
LOCAL: Videoconferência Google Meet
TITLE:

ANALYSIS ON UNDERSTANDINGS ON AND APPROACHES TO ENTROPY IN TEXTBOOKS, DISCIPLINARY PROGRAMS AND BY CHEMISTRY TEACHERS AND LECTURERS

KEY WORDS:

Teaching approaches; conceptual profile, entropy; understanding of teachers

PAGES: 144
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:

The main objective of this dissertation was to analyze how the concept of entropy is addressed in textbooks, disciplinary programs, by chemistry teachers in High School and lecturers in Higher Education, identifying different ways of thinking about this concept using zones of the conceptual profile. For this, we considered the Theory of Conceptual Profiles (TPC) (MORTIMER; EL-HANI, 2014) to identify different ways of thinking about entropy from an investigation in different sources and contexts in which this concept is applied. Also, we seek to discuss the mediating participation of teachers and lecturers in the meaning making process for this scientific concept in High School and Higher Education. For discussions and data analysis, we considered the conceptual profile of entropy and spontaneity (AMARAL, 2004; AMARAL; MORTIMER, 2004; AMARAL; MORTIMER; SCOTT, 2014). This research involved seven chemistry teachers and two lecturers of Physical Chemistry acting in courses for formation of chemistry teachers. The methodological design was divided into four stages, namely: 1. Application of a questionnaire with teachers in order to raise data on professional profile, their perception of studies related to entropy, and to identify the zones of the conceptual profile emerging in the teachers' answers; 2. Analysis of High School textbooks in order to understand how the concept of entropy is approached in these didactical materials, identifying the zones of the conceptual profile of entropy that prevail in the analyzed textbooks; 3. Analysis of disciplines programs to identify how the concept of entropy is approached in Higher Education and the ways of thinking on entropy and spontaneity are articulated to this approach; 4. We applied a semi-structured interview to the two lecturers to raise their professional profile and to understand how the concept of entropy is approached and mobilized in Higher Education, mapping zones of the conceptual profile of entropy and spontaneity they expressed in the interviews. The steps involving teachers and lecturers were recorded and data transcribed for analysis. The results indicate that teachers do not approach the concept of entropy, they mostly understand entropy as disorder; whereas, in general, the vast majority of textbooks do not present the concept of entropy; from the disciplinary programs we understand that the approach and mobilization of the different ways of thinking entropy depend on the mediator role of the instructor; and that the two interviewed lecturers approach the concept of entropy in a very different way. From the data set, we consider that there was mostly the emergence of the empirical zone of the conceptual profile of entropy and spontaneity, except for the approach of lecturer 2, which mobilizes more precisely the rationalist zone. We also emphasize that there is a need for strategies and methods that insert the study of entropy at different levels of education.

COMMITTEE MEMBERS:
Presidente - ***.128.744-** - EDENIA MARIA RIBEIRO DO AMARAL - UFRPE
Interno - JOSE EUZEBIO SIMOES NETO
Externo ao Programa - 1299619 - ANTONIO INACIO DINIZ JUNIOR - UFRPEExterno à Instituição - AMADEU MOURA BEGO - UNESP