A estratégia previsão-observação-explicação e a explicação científica escolar: uma abordagem em aulas experimentais de eletroquímica no ensino superior

Abstract

The study of the cognitive-linguistic ability of the version has been debated in several perspectives, be it philosophical, epistemological or didactic, and especially the way it is analyzed in the classroom. In this dissertation, in particular, they address this issue not in science teaching or higher education in chemistry. Thus, the research was based on the following objective: to analyze how students and the level of coherence of scientific knowledge. For that, an experimental activity was developed within the teaching strategy P.O.E. (predict, observe and note) inject some concepts of electrochemistry, which materialized in our educational product. Thus, a good P.O.E. led us to the creation of the Concha de Alumínio experimental company with its Guiding Rotarians and as fact sheets for the elaboration of the students' explanations that allowed us to collect data. Concomitantly, an analysis report of the scientific-school explanations was developed, as well as the validation criteria of such explanations for the next year were explicitly generated by the terms of coherence and adequacy to the knowledge of the two countries, having as theoretical base the perspectives of the models Nominal-Deductive, Hypothetical-Deductive, and Inference of the Best Explanation. Therefore, the experimental work was organized in a short course at the Chemistry Institute of UFRN. To the holding the analysis are the data found verifying their many extractions in the stage of the P.O.E. They were added as an appropriate explanatory instrument, within the criteria used.