Análise dos modos de pensar e formas de falar o conceito de átomo em um estudo de caso histórico sobre a queima dos fogos de artifício

Abstract

The theory of conceptual profiles proposes that concepts can be polysemic when they assume meanings and senses linked to contexts of everyday use, teaching or communities of practice. Articulating historically and culturally constructed knowledge in teaching and learning planning to change conceptual profiles and become aware of them is the focus of science learning in this theory. Therefore, thinking and talking about the atom concept has always been a structuring element of chemistry teaching when studying materials and phenomena. The difficulties pointed out in the literature about it are revealed in memorization, in the mathematical procedure and in decontextualization. In this context, the teaching methodology of the historical case study of Stinner's research program was sought to articulate the ways of thinking and the forms of this concept proposed by Mortimer (2000), in four zones of the conceptual profile of the atom. Thus, the objective is to analyze the heterogeneity of thought and speech of the atom concept in a historical case study involving the burning of fireworks. Descriptive method, qualitative approach, organized this study through theoretical and empirical design. That through the review of the literature on the history and visions of students of the atom to delimit the structuring elements of the semantic matrix of the PCA. Then, a historical case study was elaborated, articulated to the zones of this profile, and applied in a remote format, with high school students from different public institutions, due to the context of the Covid-19 pandemic, between the years 2020 and 2021. The collected data came from and analyzed the literature, the diagnostic questionnaire answered by 11 participants and the ECH clipping, referring to the initial episode and part of the final episode, through the PCA zones. The results pointed to the emergence of new ways of thinking and ways of talking about the atom concept not previously observed in other studies that used the PCA, namely: animist, generalist, transition from classical to quantum, monistic, pragmatics of internal realism, aesthetics, and functionalist grammar. In short, it is concluded that the PCA matrix can expand the heterogeneity of thought and speech of this concept from the historical depth, especially between the 19th and 20th centuries and the experience of ECH in the teaching context involving the phenomenon of burning of fireworks. This can open paths to revisit the PCA zones and reflect on the implications of this study in the initial and continuing education of chemistry teachers, regarding the instrumentalization of teaching and learning processes potentially enriching the creative imagination, engaging and argumentative based on critical and reflexive from the use of theoretical models in contexts of study on phenomena.