Epistemological Profile of Chemical Bonding: Evaluation of Knowledge Construction in High School

This work aims to evaluate the evolution of chemical bonding concepts of high school students at public schools in southern Brazil. For this, we built the epistemological profile of each student who took part in a teaching-learning sequence (TLS) about this topic, based on the foundations of Bachela...

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Bibliographic Details
Published in:Journal of chemical education 2021-02, Vol.98 (2), p.307-318
Main Authors: Pazinato, Maurícius S, Bernardi, Flávia M, Miranda, Ana Carolina G, Braibante, Mara Elisa F
Format: Article
Language:English
Subjects:
Barriers
Chemical bonds
Chemical Education Research
Chemistry
Concept Formation
Epistemology
Foreign Countries
High School Students
Knowledge Level
Learning
Learning Processes
Misconceptions
Schools
Science education
Science Instruction
Scientific Concepts
Secondary School Science
Secondary school students
Students
Teaching methods
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Summary:This work aims to evaluate the evolution of chemical bonding concepts of high school students at public schools in southern Brazil. For this, we built the epistemological profile of each student who took part in a teaching-learning sequence (TLS) about this topic, based on the foundations of Bachelard’s theory. Following the principles of the qualitative survey, we applied questionnaires to monitor the students’ ideas. The results revealed that the construction of knowledge took place by overcoming epistemological obstacles linked to the realist and empiricist philosophical zones. Most students (55.2%) presented a mostly rationalist profile at the end of the research, but misconceptions already found in the literature constitute strong barriers to the construction of knowledge, among which the nature of chemical bonds and chemical stability stand out.
ISSN:0021-9584
1938-1328
DOI:10.1021/acs.jchemed.0c00353