Avaliação da influência de preconcepções no ensino de combustíveis para curso técnico em química

Abstract

A difficulty faced during teaching is the conffrontation between what is taught with whatth estudents al ready know,know ledge denominated preconceptions. This know ledge may be correct or mistaken, which may help or hinder in the moment of stablishing the teaching as learning. Thus, this work had as the maticthe use of Gerard Vergnaud’s Conceptual Field Theory in the evaluation of preconceptions in the evolution of learning in students of a technical course in chemistry over the subject of fuels. The work was developed with the application of questionnaires before the teaching of said subject, with objective and essay question. The questions evidenced major wrong preconceptions regarding the origin of petroleum, its composition e processes of refinement. Several students demonstrated that they recognized petroleum derivatives are part of their daily life, but in general, are un familiar of their characteristics and ways of acquirement. It was also verified that essay questions are a much more accurate mean of evaluating student’s know ledge, for in objective questions the average of correct answer was around 50 %, even in questions in which know ledge tested was not taught and was notpart of common sense.