Conhecimento prévio, caráter histórico e conceitos científicos: o ensino de química a partir de uma abordagem colaborativa da aprendizagem

Abstract

This research analyzed the relevance of the social interaction related to the instruction learning process, using a method focused on the collaborative learning as work proposal. In order to carry out this work, texts from Química Nova na Escola journal were used in order to make the students interact with their peers through reading and understanding chemistry conceptions addressed in the texts, using collaboration as a way of building a solid knowledge. It was used as object of analysis the interaction between student-teacher and student-student, and the development of chemical concepts departing from the collaborative principles. Categories of analysis emerged from the interpretation of the data, which defined a behavioral pattern that directed the research to the relationship between collaborative learning and social interaction in the classroom as a tool to help the learning process of chemical concepts.