As teorias da aprendizagem e o ensino de química

Estefano Poletto da Silva; Carla Krupczak; Joanez Aparecida Aires; Neila Tonin Agranionih

doi:10.34624/id.v14i1.29605

The learning theories and the teaching chemistry

Authors

Estefano Poletto da Silva Federal University of Paraná http://orcid.org/0000-0002-5554-8714 (unauthenticated)
Carla Krupczak Federal University of Paraná http://orcid.org/0000-0003-0692-2789 (unauthenticated)
Joanez Aparecida Aires Federal University of Paraná http://orcid.org/0000-0002-2925-0826 (unauthenticated)
Neila Tonin Agranionih Federal University of Paraná http://orcid.org/0000-0002-4539-8281 (unauthenticated)

DOI:

https://doi.org/10.34624/id.v14i1.29605

Keywords:

Chemical Education, Teaching, Learning

Abstract

The aim of this research was to analyze trends in learning theories that underlie Qualis A1 articles in Chemistry Teaching. Qualitative in nature, this is a survey of the state of knowledge, in which articles involving sequences or didactic units on chemistry contents were selected. Among the selected texts (24 papers), most (64.6%) are by researchers and are concentrated in institutions in the Southeast of the country. The most common chemical contents are intermolecular interactions, atomic models, chemical reactions and electrochemistry. In fact, half of the Chemistry Teaching articles did not present any learning theory which based to analyze the results of the didactic sequences or units. However, among the works that used a theory of learning, the most frequent was the Social Interactionist Theory (based on Vygotsky and Leontiev).