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.brhttp://pesquisa.ufabc.edu.br

A FLASH OF CONSTRUCTION OF COLLECTIVE SCHEMES IN A CLASSROOM INVOLVING THE

MOLECULAR STRUCTURAL FIELD

1st International Baltic Symposium on Science and Technology Education (BalticSTE2015)

ATIVIDADE HUMANA E CONCEITUAÇÃO EM QUÍMICA 2The Chemical Conceptualization and Scientific Education Research Group 2

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.

It also investigates the teacher's role in the possible construction of a collective action scheme

Investigates how the format of the schemes adopted by these students in solving tasks.

ATIVIDADE HUMANA E CONCEITUAÇÃO EM QUÍMICA 3The Chemical Conceptualization and Scientific Education Research Group 3

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

Data analysis was effected via

Textual Discourse Analysis (TDA)

with the Transana ® software.

participants were asked to explain

orally front of recording camera

THE CONCEPTUAL FIELDS THEORY

VERGNAUD, G. The Theory of Conceptual Fields. Human Development , v. 52, n. 2, p. 83-94, 2009.

INTRODUCTION AND REFERENTIAL FRAMEWORK

ATIVIDADE HUMANA E CONCEITUAÇÃO EM QUÍMICA 4The Chemical Conceptualization and Scientific Education Research Group 4

ConceptsS.R.I

S – Set of situations (Tasks)

R – Set Symbolic Representations

I – Set of Invariant Operatory

Operation of thinking

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SCHEMESInvariant operatory

Goals and anticipations

Chance of inferences

Action rules (if-then-so)

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Collective Scheme

A collective scheme could be constructed in groups but without the possibility of identifying the individual schemes of participants.

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

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RESEARCH AND METHODOLOGYInvitation to the experimental

short course with content intermolecular interactions,

polarity and chromatography

Requirement for participation Have completed

the General Chemistry course

altogether 6 participants

the course lasted three days

Day 1: Theoretical part and

experimental activity

Day 2: Experimental Activity

Day 3: Spectrum Analysis UV-VIS

What challenge conduct

Students chosen in pairs

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

Group 2: A3 and A4

2-Challenge chromatographic column containing SiO2

Finding the proper mixture of hexane and acetone to form the chromatography eluent to perform spinach extract on SiO2 as stationary phase

Group 3: A5 and A6

consisted

Execution of the chromatographic column based on

previous day's research

the students They presented their

conclusion based on the spectrum

M2 (moment 2)

M1 (moment 1)

All stages were recorded on

video

For research only two moments were

analyzed

8

Textual Discourse Analysis(DTA)

ConceptualGestures Invariant operatory Explanation

DATA ANALYSIS

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The Chemical Conceptualization and Scientific Education Research Group 9

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

Explanation Structure that characterizes the sequence of student actions.

Justifications and Conclusion

Gestures 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

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)

Student: A6

so we ended up choosing to do ... 50:50 increasing polarity (0: 01: 06.0)

In explaining the students is not clear conceptual relationship between polarity and solvent

Students explain the procedure in the

experiment

No explanation with chemical conceptual

focus

Some examples of explanations student A5 and A6 (MOMENT 1)

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Explanation with few chemical content

ConcentrationPolarity

Some examples of explanations student A5 and A6 (MOMENT 1)

The justifications presented by A5 and A6 illustrate the difficulty of students to link concepts consistently in their

action schemes

Many macroscopic aspects were described

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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)

A3 contributes to the construction of submicroscopic reasoning to refer to differences in electronegativity between oxygen and silicon atoms

A comparison between the experimental variables becomes more explicit as the student A5 questions whether silica is more polar than sucrose

the students teacherconsult

Talk about polarity

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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

interferenceTeacher

interference

After the

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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REFERENCES Birk, J. P., Kurtz, M. J. (1999). Effect of experience on retention and elimination of misconceptions about molecular structure and bonding. Journal of Chemical Education, 76(1),124-128. Cicillini, G.A.E., Silveira, H.E. (2005) Modelos atômicos e representações no ensino de Química. Enseñanza de lãs ciências, Barcelona, n. extra. Fernandez, C., Marcondes, M. E. R. (2006). Concepções dos estudantes sobre ligação química. Química Nova na Escola, 24(2), 20-24 Galiazzi, M. C.; Moraes, R. (2006) Análise textual discursiva: processo reconstrutivo de múltiplas faces. Ciência & Educação ,12, 1, 117-128.

Vergnaud, G. (1996) Algunas ideas fundamentales de piaget en torno de la didactica. Perspectivas, 26, 1, 195–207. Garcia Franco, A & Garritz Ruiz, A. (2006). Desarrollo de una unidad didáctica: El estúdio Del enlace químico em El bachillerato. Enseñanza de las Ciencias, 24(1), 111-124. Harrison, A.G., Treagust, D.F.(1996) Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80, 509-534. Hurst, M.O. (2002) How we teach molecular structure to freshmen. Journal of Chemical Education, 79, 763-764.Johnston, A.; Scaggs, J.; Mallory, C.; Haskett, A.; Werner, D.; Brown, E.; Hammond, K.; McCormmick, M.; McDougal, O. M.(2013) A Green Approach To Separate Spinach Pigments by Column Chromatography, Journal of Chemical Education,90, 796-798. McNeill, D. (1992) Hand and mind : what gestures reveal about thought. Chicago: University of Chicago Press. Moreira, M. A. (2002) A Teoria dos Campos Conceituais de Vergnaud, o ensino de ciências e a pesquisa nesta área. Investigações em ensino de ciências , 7, 1.

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Mullins, J. J. (2008) Six Pillars of Organic Chemistry. Journal Of Chemical Education, 85, 1, 83-87. Othman, J. B., Treagust, David F., Chandrasegaran, A. L. (2007). An investigation into the relationship between students’ ideas about particles and their understanding of chemical bonding using a two-tier diagnostic instrument. In: Proceedings of the Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Cingapura. p. 1-31. Özmen, Haluk. (2008). The influence of computer-assisted instruction on students’ conceptual understanding of chemical bonding and toward chemistry: A case for Turkey. Computers & Education, 51, 423-438. Özmen, Haluk., Demircioğlu, Hulya., Demirciouğlu, Gokhan. (2009). The effect of conceptual change texts accompainied with animations on overcoming 11th grade students’ alternative conceptions of chemical bonding. Computers & Education, 52, 681-695. Peterson, R. F., Treagust, D. F. (1989). Grade – 12 students’ misconceptions of covalent bonding and structure. Journal of Chemical Education, 66(6), 459-460. Riboldi, L., Pliego, Ó., Odetti, H. (2004). El enlace químico: una conceptualización poco comprendida. Enseñanza de las Ciencias, 22(2), 195-212. Woods, C. F. A. D. K. (2012) Transana. In: 2.30B (Ed.). 2.51b. Madison: Wisconsin Center for Education Research of University of Wisconsin-Madison.

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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.brhttp://pesquisa.ufabc.edu.br