Strategy for Identifying Conceptual Errors in Chemistry: Misunderstandings Around the Molecular Geometry Learning

Authors

DOI:

https://doi.org/10.28976/1984-2686rbpec2023u579599

Keywords:

3D molecules, multiple representations, spatial perception, visualization

Abstract

Studies on conceptual errors in molecular geometry have mainly been conducted internationally and have revealed important misconceptions that affect learning difficulties. However, there is a lack of research exploring conceptual errors associated with spatial perception of molecules in the study of molecular geometry. The aim of this research was to identify and evaluate conceptual errors associated with the learning of molecular geometry through the development and application of a two-level diagnostic test. A mixed methodology was used to categorize and analyze the data collected from 55 biotechnology undergraduate students at a public university. The study revealed significant errors concerning the concepts of molecular geometry and invites us to reflect on teaching strategies for different levels of education (high school and higher education). It was found that students have difficulties in understanding different aspects of multiple representations, negatively impacting their understanding of the transition between a two-dimensional and three-dimensional representation. The first two questions of the two-level diagnostic test allowed the identification of five conceptual errors associated with the three-dimensional perception of molecules, demonstrating that students hold misconceptions regarding the relationship between spatial arrangement and its underlying principles.

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Author Biographies

Kleyfton Soares da Silva, Universidade de São Paulo

Doutorando em Ensino de Ciências (Química) na Universidade de São Paulo (USP), Professor de Química do Instituto Federal de Educação, Ciência e Tecnologia de Alagoas (Campus Penedo), Mestre em Ensino de Ciências e Matemática pela Universidade Federal de Sergipe (UFS), Licenciado em Química pelo Instituto Federal de Alagoas (IFAL) com período sanduíche no Institute of Technology Sligo (IT Sligo, Irlanda). É membro do grupo de pesquisa Mapas Conceituais (USP) e atualmente conduz pesquisas em Ensino de Química na perspectiva teórica da Psicologia Educacional e Neurociência Cognitiva.

Paulo Rogério Miranda Correia, Universidade de São Paulo

Contratado em 2005 como professor doutor da Escola de Artes, Ciências e Humanidades (EACH/USP Leste), sua atuação docente ocorre junto ao curso de Licenciatura em Ciências da Natureza. Em 2020, tornou-se professor associado após aprovação no concurso de livre docência na área de Didática. Coordena o Grupo de Pesquisa Mapas Conceituais, que conta com alunos de iniciação científica e de pós-graduação. É orientador credenciado no Programa de Pós-graduação Interunidades em Ensino de Ciências da USP desde 2005. Foi o presidente da Sexta Conferência Internacional sobre Mapeamento Conceitual (CMC-2014), organizado em parceria com o Institute for Human and Machine Cognition (IHMC). Atualmente, sua linha de pesquisa está relacionada com o uso do mapeamento conceitual como ferramenta para a gestão da informação e do conhecimento.

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Published

2023-06-29

How to Cite

Silva, K. S. da, & Correia, P. R. M. (2023). Strategy for Identifying Conceptual Errors in Chemistry: Misunderstandings Around the Molecular Geometry Learning. Brazilian Journal of Research in Science Education, e42082, 1–21. https://doi.org/10.28976/1984-2686rbpec2023u579599

Issue

v. 23 (2023): Janeiro-Dezembro

Section

Artigos

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