ACTIO: Docência em Ciências

15

Authors: Cleiça Rafaela de Almeida Guimarães, Flávia Cristiane Vieira da Silva, Jose Euzebio Simões Neto

The present work is part of a broader academic master’s research, whose objective is to analyze the emergence of zones of the conceptual profile of entropy and spontaneity in a didactic sequence applied to chemistry graduates. We justify the use of the theory of conceptual profiles for its importance in considering different ways of thinking scientific concepts, which have pragmatic value in certain contexts, as well as the need to present this plurality in situations of teaching and learning in the classroom. This study is a clipping with the specific objective of analyzing the emergence of the zones of the conceptual profile of entropy and spontaneity from the informal and scientific conceptions of the students. The research was carried out with twenty students enrolled in the Physics-chemistry I course of the Licentiate degree in Chemistry of the Campus Acadêmico do Agreste of the Universidade Federal de Pernambuco, using an instrument composed of a single broad question, elaborated according to the literature recommendations: "the What do you mean by entropy?" The analysis showed the emergence of the three zones of the conceptual profile of entropy and spontaneity in students' answers, namely: perceptive/intuitive zone, empirical zone and rationalist zone. We highlight the occurrence of responses mostly associated with the idea of entropy as a degree of disorder of a system, in direct association with the question of the spontaneity of the processes by increasing entropy, which corresponds to the empirical zone.

18

Authors: Gisele de Lourdes Monteiro, Fabiane Mondini

The paper presents the results of a theoretical research that studied the infinity and the relation of this mathematical concept with the false paradoxes given by Zeno, contrary to atomistic conception of time and space. More specifically, we studied the paradoxes of Achilles Dichotomy, who argue against the hypothesis that space is infinitely divided, and the Stadium and Arrow paradoxes, which question the possibility of a segment being formed by an infinite of divisions. Although nowadays we are used to deal daily, even intuitively, with the idea of speed and movement, these are undoubtedly abstract concepts. This is due to the Zeno’s Paradoxes importance: by exposing a first systematic thinking about the assumption. The Arrow and Stadium Paradoxes are, in fact, real, if time is composed of indivisible minimum units and space by discrete points. In contrast, if time and space are considered continuous, the Achilles Dichotomy arises. Thus, Zeno’s thoughts surround on all sides the idea of movement and speed, coming up controversies that sometimes go unnoticed by the eyes already used to observe the movement. Through dialectics, starting from the apparently consistent premises and arriving at absurd conclusions, Zeno presented arguments to prove the fragility of the multiplicity and divisibility concepts, adopted by the Pythagorean School. These paradoxes, based on Parmenides philosophy, present situations to support the movement impossibility, considering it an illusion of the perception of the sensitive world and not the truth of the intelligible world, which characterizes the being as unique, immutable, infinite and immovable.

20

Authors: Elizete Terezinha da Silva, Roberto Araujo Sá, Verônica Tavares Santos Batinga

This work is part of a broader academic master's research, whose objective is to analyze the potential of a didactic sequence on the theme Water elaborated based on the Problem Solving approach in the context of Research Education. The research was conducted in a 9th grade elementary school class from a public school in São Caetano, Pernambuco, in the discipline of Sciences. Data collection consisted of participant observation and student productions in solving problems and activities performed during sequence development. The data were analyzed based on the students' trajectory in the learning process and elements present in the teaching by investigation. The results indicate that the activities structured for the sequence provided the students with the process of knowledge search and the development of skills, such as hypothesis elaboration, experiment planning, discussion and communication of ideas, group work, autonomy and problem solving. . It is also important to identify the epistemic and pedagogical dimensions of knowledge during the actions developed by the students in the sequence activities. The approach of science contents in the context of the theme Water provided the construction of chemical concepts by the students, in a meaningful way, during the activities lived in the sequence.

21

Authors: Mathematics Education; Basic Education; Affine function

According to curricular documents, the concept of function must be studied in the 8th and 9th years of Elementary School, and deepened in High School. However, since the initial years it is possible to introduce base - variable, correspondence, dependence, regularity and generalization - of this concept so that during the course of the school process this concept can be developed by students. Thus, we carry out this research with the objective of analyzing the basic ideas about function mobilized by students of the 9th grade and 3rd year of secondary education, by solving mathematical tasks on related function. Data collection took place through structured interviews, which were recorded in audio, and had previously developed mathematical tasks for the students to solve. The analyzes show that students partially mobilize the basis ideas of function, but that the greatest difficulties occur in relation to the notion of generalization. In addition, students expressed difficulties in recognizing a function in graphical representations and natural language.

23

Authors: Maria Janiely de Siqueira Gomes, Marcus Bessa de Menezes, Fernando Emílio Leite de Almeida

Dissertation result with the same topic, this article has as objective to analyze the expectations of teachers and students facing a new knowledge, in this case, flat figures. For this we use the notion of Didactic Contract, studied and theorized initially by Brousseau and developed posteriorly by collaborators. With this focus we try to identify marks of didactic contracts previous to this relation. Initially, we interviewed a teacher from the public school system the city of Pesqueira, interior of Pernambuco, together with six students of a 6th grade class, which has a total of 40 students. This school stage was selected for being, usually, characterized by an intense development and through the rupture with the structure which students were habituated in previous years. Then, were observed the classes referring to the content flat figures. A new stage of interviews was made after observing these classes, with the same folks of the first interviews. It was decided to use the semi-structured interview, once this allows the widening of questions in its course. Thereby, a roadmap composed of open questions was used. We analyzed the data from the interviews, seeking to understand if the expectations of the people were attended. The results indicate that the teacher, in relation, changed the routine didactic game established in this class according to the students' reports. The data also indicate that the students expressed positive expectations in relation to the in game knowledge and how these expectations influence the relationship between teacher and students and, consequently, in the teaching-learning process, observing how the didactic contract was given in this context, besides finding possible brands of other didactic contracts in this relation.