Perceptions of Higher Education Chemistry Teachers on the Use of Molecular Models in Their Professional Paths
DOI:
https://doi.org/10.28976/1984-2686rbpec2022u935963Keywords:
Educational Resources, Mediated Action, Molecular Models, Higher EducationAbstract
Mediation is a key concept in sociohistorical psychology, as first proposed by Vygotsky then expanded by Wertsch in his Mediated Action Theory. Using a historical/procedural approach, some properties of mediated action are taken in this article as an organizing principle to analyze reports of six chemistry professors on the implementation of an educational resource known as the molecular model in their professional careers. We focus mainly on processes mediated by molecular models, the changes that have occurred in these processes and the recognition of constraints and affordances related to their use in classes, in light of the Mediated Action Theory. The main results point to transformations in the teachers’ actions, from adaptation, replacement and/or abandonment of molecular models in their teaching practice to changes in their abilities to use them, often motivated by the recognition of constraints/affordances that had been observed in the classroom. Finally, we extend these contributions and implications to the field of Science Education.
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