1st International Baltic Symposium on Science and Technology Education (BalticSTE2015)
A FLASH OF CONSTRUCTION OF COLLECTIVE
SCHEMES IN A CLASSROOM INVOLVING THE
MOLECULAR STRUCTURAL FIELD
Marcelo G. Nascimento, M.Sc.
Gabriel N. G. Alves, Undergraduate.
Marco A. Bueno Filho, Ph.D.
Rodrigo L. O. R. Cunha, Ph.D.
Center of Natural and Social Sciences, Federal University of ABC, Santo Andre, Brazil
marco.antonio@ufabc.edu.br
http://pesquisa.ufabc.edu.br
RESEARCH OBJECTIVES
This paper aims to access information about how a group of students
can help promote conceptual evolution at the molecular structural
field during solving tasks in an experimental teaching sequence.
Investigates how the format of the schemes adopted by these
students in solving tasks.
It also investigates the teacher's role in the possible construction of a
collective action scheme
ATIVIDADE
HUMANA
E CONCEITUAÇÃO
EM QUÍMICA
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Chemical
Conceptualization
and Scientific
Education Research Group
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OVERVIEW
six students were
investigated in a course
with chromatography
content and they
decided two similar
tasks together
This strategy
was adopted in
order to access
details of
teaching
thinking process
participants were
asked to explain
orally front of
recording camera
Data analysis was
effected via
Textual Discourse
Analysis (TDA)
with the Transana
® software.
ATIVIDADE
HUMANA
E CONCEITUAÇÃO
EM QUÍMICA
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Chemical
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and Scientific
Education Research Group
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INTRODUCTION AND REFERENTIAL FRAMEWORK
THE CONCEPTUAL FIELDS THEORY
VERGNAUD, G. The Theory of Conceptual Fields. Human Development , v. 52, n. 2,
p. 83-94, 2009.
Concepts
S.R.I
S – Set of
situations (Tasks)
R – Set Symbolic
Representations
I – Set of Invariant
Operatory
Operation of thinking
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HUMANA
E CONCEITUAÇÃO
EM QUÍMICA
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Chemical
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Education Research Group
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Chance of
inferences
Goals and
anticipations
SCHEMES
Invariant
operatory
Action rules
(if-then-so)
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Collective
Scheme
Marcel (2006) describes that individual action schemes can compose a
collective norm and be made of a group
The collective scheme would be a connection of
individual schemes
Results interaction with situations that
mobilize concepts and invariant operatory
A collective scheme could be constructed in groups but without the
possibility of identifying the individual schemes of participants.
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RESEARCH AND METHODOLOGY
Invitation to the experimental
short course with content
intermolecular interactions,
polarity and chromatography
the course lasted
three days
Day 1: Theoretical
part and
experimental
activity
Requirement for
participation
Have completed
the General
Chemistry course
altogether
6
participants
M2 (moment 2)
the
students
Day 3: Spectrum
Analysis UV-VIS
Day 2: Experimental
Activity
consisted
They presented their
conclusion based on the
spectrum
Execution of the
chromatographic
column based on
previous day's
research
All stages were
recorded on
video
For research only
two moments were
analyzed
Students chosen in
pairs
What
challenge
conduct
M1 (moment 1)
Task
Goal
Students
1-Challenge
chromatographic
column containing
sucrose.
Finding the mixture of decane (commercial
remover) and ethyl acetate adequate to render the
eluent to perform spinach extract chromatography on
sucrose (C12H22O11) as stationary phase
Group 1: A1 and A2
2-Challenge
chromatographic
column containing
SiO2
Finding the proper mixture of hexane and acetone
to form the chromatography eluent to perform spinach Group 3: A5 and A6
extract on SiO2 as stationary phase
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Group 2: A3 and A4
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DATA ANALYSIS
Textual Discourse Analysis(DTA)
Gestures
Invariant
operatory
Explanation
Conceptual
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Dimension
Definition
Indicators
Conceptual
Emerge from solving tasks and
connect to the operative invariants and
symbolic representations related to
semantic fields.
aromaticity;
steric
effect;
inductive
effect,
electronegativity; polar covalent
bond; resonance (Mullins, 2008)
Invariant
Operatory
They are implicit or explicit concepts
and theorems triggered by the subject
facing a situation. They are often
characterized by logical operations of
thought
Establish relation between the
submicroscopic
model
and
representational sphere event
competition
Structure
that
characterizes
sequence of student actions.
Justifications and Conclusion
Explanation
Gestures
the
Movements carriers of meaning made
by the subjects in action. They relate
directly to the concepts and operative
invariants.
Metaphorical,
demonstrative,
beats,
cohesive
and
iconic
(McNeill, 1988).
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RESULTS AND DISCUSSION
Some examples of explanations student A5 and A6
(MOMENT 1)
No explanation with
chemical conceptual
focus
actually started the test with the highest
proportion of hexane than acetone and
noticed it had a first drag of beta-carotene,
but can not identify ... (0: 00: 29.9)
Student: A5
It was a spot of drag and then the group decreased
the concentration of hexane and increased the
concentration of acetone and coming amounting to
50:50 we observed better result ... (0: 00: 46.1)
so we ended up choosing
to do ... 50:50 increasing
polarity (0: 01: 06.0)
Student: A6
In explaining the students
is not clear conceptual
relationship between
polarity and solvent
Students explain the
procedure in the
experiment
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Some examples of explanations student A5 and A6
(MOMENT 1)
Explanation with few
chemical content
Concentration
Many macroscopic aspects were
described
Polarity
The justifications presented by A5 and A6 illustrate the
difficulty of students to link concepts consistently in their
action schemes
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Some examples of explanations student A5 and A6 (MOMENT 2)
Students came together in new groups. A3 (sucrose challenge) in
partnership with A5 and A6 (challenge of silica).
A5: chlorophyll and xanthophyll are polar and then they will go out first ... (0: 01: 51.5)
A5: we started with 50:50 hexane and acetone is not it? (0: 02: 01.1)
A5: then the xanthophyll and chlorophyll went down first and then beta-carotene because diminish the polarity ... (0:
02: 15.7)
A3: I think it's like comparing our samples with the literature because the first peak is between 400 nm and 500 nm ...
(0: 03: 08.2)
A6: and these two were the greenest ... (0: 03: 29.0)
A5: For at first reached part of the green sample and then a yellow part is not? (0: 03: 37.9)
The construction of reasoning proceeds in macroscopic terms with the aid of the
concept of polarity when A3 brings the data from the column chromatography
conducted in sucrose
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A3: so I think it also influences ... (0: 15: 36.8)
A5: flow rate (0: 15: 37.6)?
A3: yes because the particle size of the sugar is greater than that of the silica column ... (0: 15: 44.5)
A5: then had less contact with the sample in the stationary phase column is not? (0: 15: 50.0)
A3: perhaps because it diminished the polarity of the half made the difference in the experiment ...
(0: 17: 00.0)
Talk about polarity
A comparison between the experimental variables becomes more explicit as the
student A5 questions whether silica is more polar than sucrose
A3 contributes to the construction of submicroscopic reasoning to refer to differences
in electronegativity between oxygen and silicon atoms
the students
consult
teacher
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A5: silica is slightly more polar than sugar? (0: 20: 52.2)
A5: I thought it was the opposite being the most polar sugar that silica ... (0: 20: 59.0)
A3: it is that the polarity is linked to the presence of electronegative atoms and groups where
oxygen is more electronegative in both cases by comparing the silica with the only sugar that it
has similar electronegativity to silicon ... (0: 21: 47.3 )
P: is a difficult comparison because the two have now ... .. OH groups to silica it forms a
polymeric structure already sucrose not ... but it is difficult to compare polarity .. the two are
polar structures ... but you have a different variable there ... which is the grain size ... (0: 23:
15.2)
A3: we have arrived at a consensus about it ... (0: 23: 18.6)
P: I think it is ... (0: 23: 23.9)
A3: It is most important ... (0: 23: 26.1)
A5: than the question of polarity ... (0: 23: 28.2)
P: Is it because they will not give it to compare ... (0: 23: 29.9)
In this direction, one should
also
consider
teaching
interference in the collective
construction of the students.
The data reported on the M2 moment suggests a
flash of building a collective scheme involving a
team of students and the teacher.
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Before the
teacher's
interference
After the
Teacher
interference
teacher's
interference
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FINAL CONSIDERATIONS
The data suggest a collective scheme characterized by a conceptual field in motion,
where the conceptual relations are provisional and little comprehensive.
In this direction is the construction of collective schemes and be aware of them for
solving tasks in the classroom can be of fundamental importance for decision making
in the classroom.
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ACKNOWLEDGE
To FAPESP (Foundation for Research Support of the
State of São Paulo) for financial support.
To the organizing committee of the event
To Mr. Vincentas Lamanauskas provided by attention.
To research participants provided by collaboration.
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Thanks for your attention
Muito obrigado!
CONTACT
marco.antonio@ufabc.edu.br
http://pesquisa.ufabc.edu.br
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