Ligações químicas em livros didáticos de química do PNLD-2015: análise de conteúdo sobre um olhar das concepções alternativas

Abstract

The textbook plays a main role in the relationship between learning and teaching. For that reason, the textbook is the object of several studies. One of those studies focus on understanding the difficulties of teaching and learning Chemistry concepts due of how they are displayed in the textbooks. In Chemistry, chemical bond is the topic that creates a lot of understanding problems for the students. That difficulty is based on comprehending the created bond models, which are object of wrong analogies and alternative conceptions. The wrong analogies come from student’s explanations of the phenomenon that is not scientific acceptable. Thus, the objective of this study is to analyze four different Chemistry textbooks, used in the National Plan of Textbooks (PNLD) of 2015, trying to find alternative conceptions of chemical bonds based on Bardin’s methodology of data analysis. The analysis was based mainly on Gastón Bachelard’s study, who divided the learning and teaching obstacles into five categories, which may lead to alternative conceptions, that occur in the teaching-learning process. The methodology consists firstly to read and identifying different hypothesis, then trying to find connections between them and models created. In the results, all the books had positive and negative points in relation to the content of the approach, leading to higher or lower inductions alternative conceptions. The book that stood out for lower induction of alternative conceptions was the author Eduardo Mortimer and Andrea Machado, mainly to differentiate the chemical bonds and intermolecular forces. But still it was not an ideal book in its entirety, can go through pedagogical and didactic restatements at some points, taking into account the importance of alternative conceptions in the teaching-learning process.