O modelo atômico de Dalton: uma proposta de situação de estudo articulando história da ciência e ensino

Abstract

The atomic theory of Dalton includes a set of concepts of great importance for the teaching of Chemistry, because it presents students the Initial ideas about atomism. Unfortunately research evidence that the concept of atom is far from reality of the student, and so that the understanding of the concepts involved becomes possible, is need mobilize the creation of models, which became fundamental tools used to understand the world, whose real access is very abstract. In contrast, the education is hampered by the scarcity of available support materials and the limited number of researches related to the teaching of Dalton's atomic model in Basic Education. In this sense, taking into account the relevance of the use of the History of Science and new methods and teaching approaches, based on the problematization of the concepts and in the relation of this with situations experienced by students, this work proposes the development of a Didactic Sequence using the pedagogical dynamics entitled Situation of Study, articulated to a historical approach of the concepts in focus. This proposal aims to contribute to the development of innovative educational practices, providing support material for teachers of high school, based on the results of research in the area of Chemistry Teaching, in order to make the teaching and learning process closer and meaningful for the student.