Estudo do pensamento sistêmico de licenciandos em química ao justificarem reações químicas: contribuições do sistema teórico de P. Ya. Galperin

Abstract

This thesis presents an experience of formative assessment carried out with the objective of characterizing the levels of systemic thinking development in chemistry undergraduates at the final stage of their course, as a type of professional teaching thinking (PPD, in Portuguese), when they justify the occurrence or non-occurrence of chemical reactions under certain conditions. The theoretical-methodological framework used is the Theoretical System of Systemic Formation of Conceptual Thinking by P. Ya. Galperin and the Functional-Structural Systemic Approach by Z. A. Reshetova. These frameworks were adopted for their potential in diagnosing systemic thinking as a orienting systemic activity, in a controlled manner and according to predetermined qualities. The formative assessment experience was conducted over five meetings with 12 undergraduates enrolled in the Supervised Teaching Internship IV course of the Chemistry Degree program, in person, at the Federal University of Rio Grande do Norte (UFRN). The research instruments used were pedagogical tests, an evaluation questionnaire, and activity analysis protocols. Data analysis revealed that, in general, the undergraduates have difficulties defining the concept of chemical reaction and representing and visualizing systemic relationships in the form of systemic conceptual schemes. Difficulties were also found in relating and synthesizing information to justify why chemical reactions occur or do not occur, resulting in low levels of systemic thinking when solving the diagnostic tasks. The results highlight the importance of integrating this type of analysis into teacher education programs, aiming at the development of systemic thinking, which is essential not only for understanding the topic of chemical reactions but also for Chemistry as a whole.