Proposta e análise de estratégias para o ensino dos conceitos de entropia e espontaneidade

Abstract

A key aspect for chemistry and other science learning process is related to the construction of scientific concepts. Several researchers and educators have focused their efforts on trying to identify the complex variables involved in the learning of science concepts. With this aim, we developed a split didactic sequence in three times and applied to a 3rd year of high school class of at the State School Dionisio da Costa, which is located in Patos – PB. Field diaries and questionnaires were used for data collection which supported the results and discussion of this research, however the categorization of the obtained data in the didactic sequence is developed from analytical structure proposed by Mortimer and Scott, and as a tool to characterize the heterogeneity of ideas and development of this sequence, the Mortimer conceptual profile will be adopted. The proposed didactic sequence for entropy and spontaneity issues will be properly structured based on three different dimensions: the teaching focus, the approach and actions, which the scientific narrative is worth mentioning, the empirical and mathematical exposition.