Analisando o potencial de atividades experimentais para discutir diferentes modos de pensar e falar sobre calor

Abstract

The main objective of this research is to analyze the emergence of different ways of thinking and the process of conceptualization experienced by undergraduates as they study on the concept of heat by developing experimental activities, proposed according to the five zones of the conceptual profile of heat – realistic, animist, substantialist, empirical and rationalist. The theory of conceptual profiles proposed by Mortimer and collaborators in various works (1995; 2011; 2014), provides with a basis for understanding the process of conceptualization about heat from dynamic articulations between different ways of thinking and speaking, which find meaning in specific contexts. To approach experimental activities, we consider perspectives on the literature in which they go beyond an approximation between theory and practice, presenting potential to promote the engagement and learning of students in discussions about the different meanings attributed to the concepts and extrapolating the exclusive dimensions of the laboratory. Based on these premises, this research adopted a qualitative methodology, in which different experimental activities were carried out with undergraduates in Chemistry, from a federal public university. Four experimental activities were proposed with the goal of discussing on different ways of thinking about the concept of heat. For the construction of the data, students’ written texts elaborated in the classes were considered and the undergraduates' speeches were audio recorded. The results showed that the five zones of the conceptual heat profile emerged throughout the classes, and that although each activity was proposed with the expectation of raising ideas from a specific zone, the undergraduates mobilized other zones when they expressed their ideas, showing the plurality of ways of thinking that permeates the understanding of the concept. The experimental activities were important to promote questionings and the results showed the relevance of the teacher problematizing and conducting discussions throughout these activities.