Unidade didática para o ensino do conceito de soluções químicas na perspectiva desenvolvimental

Abstract

This research is characterized as a formative experience with the objective of characterizing the influence of a didactic unit for teaching the concept of chemical solutions in the context of chemistry classes in a high school. It adopts as a theoretical framework the Theory of Planned Training of Mental Actions and Concepts, due to the possibility of following both the process of assimilation of concepts and the methodological didactic planning related to the development of an educational product focused on didactics applied to the teaching of chemistry. Methodologically, it is structured around the elaboration of a guiding reference scheme, adopted as the scheme of the complete guiding basis of action (EBOCA), which presupposes the desired orientation for teaching planning due to characterizing the maximum degree of generalization about the concept. of solutions applied at the secondary level of education, based on the diagnosis of the students' guiding basis regarding how chemical solutions are conceptualized and how they can be identified, dealing with the model of the object and the action. In the methodological path, there is a proposal to develop tasks that are associated with the stages consistent with the Theory of Planned Training of Mental Actions and Concepts. As a result, it presents the diagnostic aspects and the process of restructuring student guidance based on the execution of a didactic unit. The results bring qualitative aspects of the change in orientation, which, despite not constituting a reconfiguration of the orientation in its entirety, enable a discussion in relation to the influence of developmental didactics in the context of the formation of chemical concepts.