Orbitais híbridos e contribuintes de ressonância: concepções de alunos de graduação em química

Abstract

Certain contents in chemical science are difficult to understand due to their abstraction and complexity. These contents serve as a foundation for the assimilation of new contents, i.e., understanding them is essential for new concepts to be understood with as little lagging and misinterpretation as possible. Thus, the present study aimed to analyze the conceptions that students from two Federal Universities of Paraná, of different modalities of graduation in chemistry have about hybrid orbitals and resonance contributors, as well as related phenomena; the hybridization of atomic orbitals and resonance in molecules. To this purpose, a questionnaire and then a diagnosis were applied in order to collect these conceptions from the students and the difficulties they faced in answering the questions. The data were analyzed according to the Discourse Textual Analysis methodology and from the analysis of the answers priority was given to the alternative conceptions of these students .All conceptions were discussed at the margin of epistemological obstacles arising from students’ misconceptions and superficial. Although the research problem was delimited, it was discovered that the obstacles go beyond the initial expectations of the research indicating incongruity in basic concepts, and therefore, fundamental in chemistry. With this research, it is expected that the reasons that generate these obstacles in the learning of students and that teachers can rethink their pedagogical practice are evident.