Resumo: Neste estudo discutiremos aspectos epistemológicos e pedagógicos fulcrais e subjacentes ao delineamento de Sequências de Ensino e Aprendizagem no âmbito do ensino de Ciências, sobretudo destacando a abordagem desses materiais na escola secundária. Tal delineamento está embasado em um modelo didático que considera elementos das relações conceito-contexto, na dimensão epistêmica, estudante-professor, na dimensão pedagógica. Embasados nesse modelo, defendemos que essa estrutura pode ser útil tanto para pesquisadores (escolhas e hipóteses mais explícitas) e professores (organização mais dialógica no processo de ensino e aprendizagem) no que tange a pesquisa e o ensino de Ciências.

Abstract: In this study we will discuss the epistemological and pedagogical aspects that are central to the design of teaching-learning sequences (TLS) in the field of science teaching, especially highlighting the approach of these materials in secondary school. This design is based on a didactic model that considers elements of concept-context relations in the epistemic dimension, and student-teacher in the pedagogical dimension. Based on this model, we defend this structure as useful both for researchers (choices and more explicit hypotheses) and teachers (more dialogic organization in the teaching and learning process) in the research and teaching of science.

Este trabalho procura aproximar as Ciências Cognitivas da Semiótica de Peirce na tentativa de compreender as dificuldades apresentadas por estudantes na apropriação de processos de representação envolvidos na aprendizagem de conceitos relacionados à Química Orgânica. Busca-se, a partir do acompanhamento de disciplinas de Química Orgânica em cursos de graduação, identificar e interpretar processos cognitivos que envolvem percepção, interpretação e construção de representações estruturais a partir da semiótica de Peirce. Os resultados indicam que dificuldades de ensino e de aprendizagem em Química Orgânica não são devidas apenas a aspectos conceituais, mas, também, têm forte relação com os aspectos representacionais.

This study focuses on the contributions that the cross linking of Cognitive Sciences with Peircean Semiotics could bring for understanding students’ difficulties in the representation processes in Organic Chemistry. The occurrence of perception processes, interpretation and building representations in Organic Chemistry teaching were identified and analyzed. Our results showed that Peircean Semiotics has positively contributed to the understanding of the conceptual elaboration processes in Organic Chemistry, especially regarding language acquisition. To summarise, we concluded that the difficulties involved in Organic Chemistry didactics are associated essentially with representational aspects, while the conceptual ones play a secondary role. These factors could be perceived even for undergraduate students, where it is supposed to be less relevant.

The present work aims at presenting a methodological approach for the electrochemistry content that connects the three levels of representation of chemical knowledge through the classic experiment of the Saline Drop. From this activity it tries to integrate the different levels of representation in order to help the student organize his ideas in a vision of totality, presenting and discussing the possible connections that are established among the different levels of representation.

Este trabajo pretende presentar un enfoque metodológico para abordar el contenido electroquímico que conecta los tres niveles de representación del conocimiento químico, a través del experimento clásico de la gota salina. A partir de esta actividad se procura integrar los diferentes niveles de representación para auxiliar al estudiante a organizar sus ideas en una visión de totalidad, al presentar y discutir las conexiones posibles entre los diversos tipos de representación.

The goal of this study was to examine the means used by textbook authors to introduce, define, and explain the electronegativity concept in high school and introductory college chemistry textbooks. Results obtained showed that most textbooks lacked history precedence and did not deal with the conceptual understanding and manifesting a strong standardization of characteristics that, from our point of view, do not favor the teaching-learning of the electronegativity concept.

In this work, we describe a pedagogical experiment using work projects in chemistry undergraduate programs in general chemistry and inorganic chemistry courses making learning more dynamic and consolidating the link between students and the external community. We highlight as fundamental outcomes the improvement in the learning process and, above all, the active participation of the students in investigation and problem-solving activities.