Banca de QUALIFICAÇÃO: LUIZ FERNANDO PEREIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUIZ FERNANDO PEREIRA
DATE: 18/09/2023
TIME: 08:30
LOCAL: Meet
TITLE:

Dialectical systemic thinking in Chemistry: contributions from the theoretical system of P. Ya. Galperin

KEY WORDS:

P. Ya. Galperin; Chemistry teaching; Dialectical systems thinking

PAGES: 190
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: Psicologia Educacional
SUMMARY:

In chemistry education in the 21st century, one of the purposes is to develop in students a systemic thinking to understand substances, materials and their transformations in a coherent way with the complexity of the different problems of humanity, in which Chemistry has a given presence and importance. In this sense, according to the International Union of Pure and Applied Chemistry - IUPAC, the school must contribute to the formation of students' systemic thinking. However, despite the importance of this problem, several studies reveal students' difficulties to think systematically with systemic concepts that structure Chemistry. Studies also show that many of these difficulties may be associated with teachers' low levels of systems thinking. In this way, the study of this type of thinking in future Chemistry teachers becomes relevant, considering that teaching students to consciously use theoretical concepts in solving problem situations, that is, to think conceptually, is one of the main objectives /challenges of education, especially contemporary education. However, although the importance of deliberately and consciously developing a systemic thinking at school is recognized, this has been a subject little explored in Science teaching, which is reflected in the teaching of Chemistry, a curricular component in which even in teacher training courses , the contents are usually presented in a fragmented, disjointed way, not favoring the formation of this type of thinking. Under the theoretical system of the school of P. Ya. Galperin, a means of contributing to the formation of students' dialectical systemic thinking consists of organizing the teaching process with specific methods that contribute to this purpose, which, considering the teaching-learning unit, is directly related to teacher training . Thus, using assumptions from the Theoretical System of Systemic Formation of Conceptual Thinking by P. Ya. Galperin and Z. A. Reshetova's Functional-Structural Systemic Approach, the present research aimed to develop a formative diagnostic experience to identify the levels of dialectical systemic thinking of chemistry undergraduates. The experience of the formative diagnosis was based on the study of systemic dialectical thinking with the systemic concept of chemical reaction, using specific tasks to identify and characterize the forms of resolution in the Zone of Proximal Development (ZPD) according to L. S. Vygotski, with different supports from a operational scheme of the desired thought, according to the concept of orientation of the subject's action of the theoretical system of P. Ya. Galperin. The thesis is defended that the organization of an experience of formative diagnosis structured in the perspective of the Systemic Functional-Structural Approach of Z. A. Reshetova, in correspondence with the research method of P. Ya. Galperin, allows the diagnosis of different levels of dialectical systemic thinking of undergraduates on chemical reactions. The research was characterized as a qualitative study based on the tradition of thought research as a guiding activity for the subject needed to solve problem situations in which the theoretical concept to be formed is necessary. Five instruments were used to obtain process information. The instruments were validated according to the criteria defined by N. F. Talízina (validity of the thinking model). The results obtained in the different instruments will be triangulated in the search for greater reliability of the research. Data analysis (still in the preliminary phase) carried out in the light of content analysis assumptions, takes into account the responses of undergraduates in the instruments used in the research and the content of the recordings of the meetings held during the empirical study. Previous results point to a low level of systemic thinking among undergraduates and a consequent difficulty in justifying the occurrence of chemical reactions under different stoichiometric, structural, thermodynamic, kinetic and equilibrium parameters (theoretical models).

COMMITTEE MEMBERS:
Presidente - 2298026 - ISAURO BELTRAN NUNEZ
Externa ao Programa - 3465197 - ELDA SILVA DO NASCIMENTO MELO - UFRNExterna à Instituição - EDENIA MARIA RIBEIRO DO AMARAL
Externo à Instituição - MARCUS VINICIUS DE FARIA OLIVEIRA - IFRN