Concepções de tabela periódica: um estudo ao longo do ensino médio

Abstract

The teaching of Periodic Table, most of the time, prioritizes activities of memorization of symbols, periodic properties, arrangement of chemical elements and other aspects that diffuse the conception that the Periodic Table should be memorized. The failure of such an approach can be explained by the Theory of Assimilation through Significant Learning and Retention, which highlights the importance of relationships being established in a non-arbitrary and non-literal way for meaningful learning to occur. Considering the theoretical reference of Ausubel and learning difficulties related to the Periodic Table, a study on this theme was carried out during High School in a Public School in the city of Dom Pedrito-RS. Methodologically, this study is classified as mixed and exploratory. A total of 135 students from the three high school grades were enrolled. For this, a questionnaire was applied containing three categories and 27 affirmations judged through the Likert scale. Through the instrument, the students' conceptions about the theme throughout High School were raised. The data were evaluated by means of descriptive statistical methods (univariate analysis) and hierarchical group analysis (multivariate analysis). From this study we verified the existence of alternative conceptions about the subject, however, signs of significant learning were found when some students of the 2nd and 3rd grades were able to retrieve important information from the subject after having studied it formally in previous years. These students were able to recognize the applicability of various chemical elements in their daily life and presented coherent conceptions about the Periodic Table.