Nunez, Isauro BeltranMatias, Jefferson Andrey Lopes2017-01-182017-01-182016-06-23MATIAS, Jefferson Andrey Lopes. Os erros dos estudantes nas provas de vestibulares da UFRN no período de 2009 a 2013 sobre as reações químicas. 2016. 213f. Dissertação (Mestrado Profissional em Ensino de Ciências Naturais e Matemática) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/jspui/handle/123456789/21689The study on the ability to explain the chemical reactions as a complex system has an important meaning for the student's critical scientific development of the twenty-first century and for the understanding of chemistry's teaching. However the way this content is working in the classroom, especially in the traditional teaching, not value your approach in the form of a complex system, that is, a form non-fragmented and global in its essence. The dissertation presented here aims to identify and characterize the errors of students in objective questions of vestibular UFRN from 2009 to 2013 Chemical Reactions, using the data available by the ‘Observatório da Vida do Estudante Universitário (OVEU)’. The theoretical framework of the study was structured based on categories and student’s learning errors about chemical reactions (NÚÑEZ, RAMALHO, 2012), chemical reactions as a complex system (NÚÑEZ, 1992; RESHETOVA, 1988; SANDERSON, 1968), and the theoretical foundation of the product, the Galperin's theory (NÚÑEZ, 2009). The methodological course involved a qualitative and quantitative approach to each question of college entrance tests, in the same way as of the Comperve reports. The results showed the learning errors based on the analysis of the issues categories. It identified the theme qualitative aspects of Chemical Reactions were present in most of the mistakes made by the students. This conceptual content was also observed on the issue with lower performance by the students (25.1% success rate). The analysis also brought innovative contributions like the analysis of the nature of each issue, related to their full or partial resolution in accordance with the 'Guiding Basis for Action' by Núñez (1992). Based on the obtained and analyzed results, it was established the proposal of a product that corresponds to a 'Didactic Unit' which allows help the teacher of Chemistry in the formation of the ability to explain a chemical reaction as a complex system.Acesso AbertoReação químicaTeoria de GalperinErros conceituaisEnfoque sistêmico funcional-estruturalVestibular UFRNmasterThesisCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA: ENSINO DE CIÊNCIAS NATURAIS E MATEMÁTICA