The acquisition of stereochemical knowledge by Algerian students intending to teach physical sciences

Pesquisa Bibliográfica: As Reações De Oxirredução De Acordo Com Os Modelos Mentais

“…O Quadro 8 mostra os trabalhos presentes em cada um dos quatro Níveis estabelecidos. 04,05,06,07,09,13,14,15,17,18,19,21,22,23,24,26,27,28,30,32,34,35,36,37,38,39,40,42,43,44,46,47,48,49,50,51,52,53,54 Conforme já mencionado, no decorrer da análise destes quatro Níveis, categorias e subcategorias emergentes foram elaboradas, desconsiderando-se aquelas formadas por apenas um artigo. Salienta-se ainda que, pelo fato de todas as cinquenta e seis publicações abordarem os modelos mentais e as reações de oxirredução, mesmo que de forma simplória e desconexa, algumas categorias e/ou subcategorias constam em mais de um Nível e que um mesmo artigo pode estar presente em mais de uma categoria e/ou subcategoria (desde que em um mesmo Nível).…”

“…O Quadro 9 traz as quatro categorias elaboradas para este primeiro Nível, bem como suas respectivas subcategorias. 03,06,07,14,19,21,26,27,28,35,36,37,38,43,44,51,53 03, 14, 15, 19, 22, 34, 40, 46, 47, 49, 50, 52 e 55 4. Exemplificação - 03, 04, 05, 07, 09, 13, 18, 24, 26, 27, 30, 34, 37, 39, 42, 43, 46, 51 e 53 Percebe-se, no entanto, que nem todos os artigos fazem parte das categorias 1 e 2 -reações de oxirredução e modelos mentais -pois poderão estar presentes nas demais categorias criadas, seja por meio de uma exemplificação ou pertencentes a outras pesquisas citadas nos textos, por exemplo.…”

“…1.1) Química orgânica: Os artigos 06,09,21,22,23,35,36,38, 44 e 52 relacionam os conceitos das reações de oxirredução à química orgânica, como por exemplo: projeção de Fischer (artigos 06 e 21), estados de oxidação de carbonos (artigos 09 e 36), reações orgânicas (artigos 22, 23, 35, 38 e 44), bem como as dificuldade encontradas pelos estudantes frente a oxidação das substâncias orgânicas (artigo 52).…”

Implementation of learning model map concept with inquiry strategy in an effort to train high-order thinking skills of chemistry education students

“…So, for that it is necessary to use meaningful learning because learning is suitable for studying chemistry (organic) [4,6]; (b) chemical content (organic chemistry) generally has many abstract concepts, hierarchically organized, and often between concepts experience relationships. Meaningful learning and high order thinking skills are suitable for teaching to concepts of organic chemical [5]; (c) to learn of chemistry (organic chemistry), requires a lot of investigation, high-level thinking skills, and understanding of concepts, because chemistry contains many abstract concepts, the concepts are arranged hierarchically, and generally between concepts have relationships [7]; (d) the acquisition of knowledge isomers (structural and stereo chemical) is very difficult and concepts confuse learners [8,9,10]; (e) in order to improve students' understanding of conceptual knowledge can use learning strategies that engage students in higher order thinking skill through of inquiry activities, collaboration learning, discussions, brainstorming, argument, and simulation [11]. Teaching strategies that can be used may be learning and work collaboratively in both the inquiry and discussions, brainstorming, simulation, and implementation [12]; (f) the presentation of knowledge of concepts of students with concept mapping strategy can be enhances their performance and academic achievement in organic chemistry and retention of the knowledge [13]; (g)_the concept maps (Cmaps) and inquiry are valuable tools for assessing the effectiveness of the conceptual changes provoked by engagement activities of students and inquiry done of teaching materials at the classroom [14,15]; (h) Angelo and Cross indicate that the use of concept maps develop students' abilities to draw inferences from observations, analyze, evaluate, synthesize and integrate information.…”

Efektivitas Pembelajaran Stereokimia Berbasis Visualisasi 3d Molekul Untuk Meningkatkan Kemampuan Spasial

“…Beberapa faktor yang teridentifikasi sebagai penyebab kesulitan di antaranya karena benak seseorang perlu mengimajinasikan antara struktur 3D suatu molekul dengan gambar yang dicetak dalam 2D (Abraham, Varghese & Tang (2010), kurangnya kemampuan mengintegrasikan antara definisi dan aturan-aturan, kurangnya penguasaan teknik penempatan pengamat, ren-dahnya kesadaran struktur spasial (Boukhechem, Dumon, & Zoukri (2011). Hal ini dapat dipahami, karena ketika mempelajari ketiga aspek stereokimia, benak seseorang dituntut secara aktif mengimajinasikan tatanan ruang atom-atom atau gugus dalam sebuah molekul.…”