Uso da modelagem como estratégia didática para potencializar o processo de ensino e aprendizagem de oxirredução sob o olhar microscópico

Abstract

The main objective of this research was to investigate the relationship between the microscopic aspect of experimental modeling activities and the learning of oxidationreduction content. To achieve this goal, the following specific objectives were followed: I. To develop and express students' previous mental models about oxidation-reduction; II. To analyze the transition between representational levels and the modifications of mental models during experimental oxidation-reduction activities with the aid of the USB microscope; III. To evaluate the influence of experimental aspects on mental models in relation to the teaching and learning process. The methodology adopted was qualitative, using a variety of data collection instruments, such as prior knowledge forms, activity sheets, teachback interviews and focus groups. The participants were 40 second-year high school students from a public school in Manaus/AM, divided into six groups. The activities took place over eight meetings: one for the application of the initial form, five for practical modeling activities, one for interviews and another for the focus group. The modeling activities were developed to enhance the understanding of the redox characteristics, promoting a transition between the different representational levels. The results indicated that the experimental modeling activities, associated with the use of the USB microscope, facilitated the visualization of the submicroscopic specifications, resulting in a better understanding of the redox processes. The students evolved in their mental models, improving their representations throughout the activities and more consistent transitions between the representational levels. The focus group, in particular, revealed perceptions and reflections that were not captured during the practical activities, showing the importance of dialogue and collective reflection for the consolidation of knowledge. The evidence found suggests that the use of experimental activities and modeling are effective strategies to promote meaningful learning of abstract concepts. The research reinforces the importance of planned activities that consider the student's context, develop their scientific skills and promote a critical and reflective view on the process of knowledge construction. Future developments include the exploration of other chemical characteristics based on modeling and investigation into the long-term impact of these pedagogical practices.