The conceptual profile of Equilibrium and its contributions to the teaching of Chemical Equilibrium

The learning of scientific concepts is one of the main research subjects in science education. Although little used, the theory of conceptual profiles allows to study this knowledge, taking into...

Multifaceted Chemistry Conceptual Profile of Selected Senior High School STEM Students from a Private School in Manila

Chemistry has always been identified as a discipline with pluralistic characteristics. This implies that chemistry can be viewed differently based on one’s conception, conceptual model, and conceptual change. Subsequently, this denotes into a diverse context, different profiles of conceptions, which then convey multifaceted view of the discipline. The polysemous view of chemistry was addressed and proposed into six chemistry conceptual profile zones - monist, epistemic, processual, pragmatic, aversive, and attractive. There is a need to recognize this and structure chemistry education based on conceptual profile, since the discipline is naturally complex, rich, and multifaceted. The objective of the study is to analyze, identify, and categorize the multifaceted conceptions in chemistry of selected senior high school STEM students enrolled in a certain private school in Manila City, under these six conceptual profile zones. More so, the study aims to determine the possible ways to improve the conceptions of students based on their own response and perspective. Descriptive qualitative research design through semantic thematic analysis and statistical inference using Chi-square of Goodness-of-Fit were employed to analyze the data. The result revealed that almost all of these (n=57) selected SHS STEM students can conceptualize the epistemic view in the profile zone but not the other five. Based on the two themes generated, it can be implied that there is always an opportunity for critical reflection on how to reconceptualize the discipline and take chemistry into a more authentic field of science and science education.

A Contextualização Histórica da Evolução em Livros Didáticos de Ciências

ResumoMuitos educadores concordam que os conteúdos da educação científica escolar devam ser contextualizados historicamente. Com base nisso, este trabalho analisou a presença da contextualização histórica da teoria da evolução, nos três livros didáticos de Ciências (séries finais do ensino fundamental) mais presentes em escolas do Estado de São Paulo (2017-2019). Foram tomadas em consideração tanto discussões historiográficas sobre esses conteúdos quanto a noção de perfil conceitual sobre adaptação. A análise abordou elementos textuais e imagéticos, identificando as seguintes características na abordagem de evolução nos livros: predominância de Charles Darwin entre os estudiosos mencionados; imprecisões históricas, principalmente nas exposições sobre outros naturalistas que contribuíram para a teoria evolutiva; apropriações livres, quanto a prescrições curriculares oficiais; hibridização discursiva e relativa variedade de atividades propostas; e contribuições para o fortalecimento das zonas transformacional e variacional, quanto ao perfil conceitual de adaptação, sem tentativas de deslegitimação das zonas do funcionalismo intra-orgânico e do ajuste providencial. Conclui-se que a tradição dos manuais escolares, quanto à presença da contextualização histórica nos conteúdos de evolução, permanece representada pelos livros analisados, junto de tentativas de atualizações.Palavras-chave: Programa Nacional do Livro Didático; adaptação; ensino de ciências biológicas.AbstractMany educators agree that the contents of school science education should be historically contextualized. Based on this, the present article analyzed the presence of historical contextualization in the theory of evolution in three Science textbooks (final grades of primary school) most commonly found in schools in the state of São Paulo (2017-2019). We took into account both the historiographic discussions about these contents and the notion of conceptual profile about adaptation. Our analysis addressed textual and imagery elements, identifying the following characteristics in the way evolution is approached in the books: a predominance of Charles Darwin among the researchers mentioned; historical inaccuracies, particularly in the expositions on other naturalists who contributed to evolutionary theory; free appropriation regarding official curricular prescriptions; discursive hybridization and a relative variety of activities proposed; and contributions to the strengthening of the transformational and variational zones regarding the conceptual profile of adaptation, without attempts to delegitimize the intra-organic functionalism and providential adjustment zones. We conclude that, with regard to the presence of historical contextualization of evolution, the tradition of school textbooks is still represented by the textbooks analyzed, along with updating.Keywords: Brazilian National Program of Textbooks; adaptation; teaching of biological sciences.

Assessment of the prototype of an educational game on climate change and its effects on marine and coastal ecosystems

Climate change education is fundamental in the present society, which is characterized as complex and full of uncertainties. The use of games can help in this task. The prototype of an educational game called “Apicum Game”, which addresses climate change and its effects on marine and coastal ecosystems, was assessed in the present study. Thirty-three students in the sixth grade of a private school played the game and answered questionnaires before and after it. The students who participated in the research generally play video games for fun. Also, they have already heard about climate change, mainly in television and school. It was possible to notice that the majority of students understood the concept of coastal ecosystems, which was addressed in the game. In addition, the game contributed to broadening the conceptual profile of students in relation to the complex concept of climate change. Finally, the game contributed to an increase in the number of actions cited by the students to mitigate climate change. The auto-assessment of the students indicated they learned from the game and that the educational content and challenges presented along the story were appreciated by them. Most of the students would play again or indicate the game to a friend. However, the graphics and some bugs must be improved/fixed so as to make the game more enjoyable.

Profil Pemahaman Konsep Evolusi Mahasiswa Calon Guru Biologi FPMIPA IKIP Mataram

[Title: The Conceptual Profile of Prospective Biology Teacher FPMIPA IKIP Mataram]. The conceptual profile is a tool for analyzing the style or process of thinking, so the profile of understanding concepts is very important to study as a basis for designing and improving the quality of learning. This research is a descriptive study that aims to identify and explain the conceptual profile of prospective biology teacher FPMIPA IKIP Mataram. The subjects in this study included all biology students who regularly program evolutionary courses. The open-ended question is designed to collect conceptual profile data on the evolutionary biology students from FPMIPA IKIP Mataram. Identification or determination of conceptual profile is based on student responses or answers. Based on the results of the research and the limitations of the discussion, it is recommended that the development of textbooks that are free of misconception as a learning resource for valid biology prospective teacher, then lecturers as instructors, continue to study and teach about attitude, namely scientific attitudes, or thinking dispositions, and/or integrating attitudes in the lecture process. Besides that, in the lecture or learning process, the lecturer must facilitate or empower the style or process of thinking of students with various learning methods or strategies that emphasize thinking processes, including formal reasoning, and analogical teaching strategy.