Students’ visualization skills in a modeling-based science education context

Authors

DOI:

https://doi.org/10.5007/1982-5153.2025.e102619

Keywords:

Visualization skills, Modeling-based Science Education, Chemistry Teaching

Abstract

In order to learn Chemistry, students have to make connections between different levels of chemical knowledge. Therefore, visualization skills are essential in this process since they can support the creation of visualizations/representations. In this study, we investigated how high school students participating in a modeling course showed evidence of using visualization skills to investigate and explain properties of different plastics. From the whole set of data produced from video recordings of the course meetings, we selected episodes in which they manifested such skills and classified them using a priori and emergent categories. The results show that several of the visualization skills analyzed were manifested in all the stages of modeling and related to different levels of chemical knowledge. Based on the results and conclusions, we highlight the importance of science teachers involving students in scientific processes that favor them to use and develop their visualization skills.

Author Biographies

Leandro Oliveira, Universidade Estadual de Campinas

É licenciado em Química, mestre e doutor em Educação e Ciências pela Universidade Federal de Minas Gerais. É professor da área de Educação Química no Instituto de Química da Universidade Estadual de Campinas. Foi professor efetivo de escolas estaduais em Minas Gerais e professor substituto na Universidade Federal de Viçosa, campus Florestal e na Universidade Federal de Santa Catarina. Seus temas de interesse incluem mediação em sala de aula, educação científica fundamentada em modelagem, conhecimentos docentes e formação de professores, multimodalidade na educação.

Helen Bicalho, Universidade Federal de Minas Gerais

É graduada em Química Licenciatura pela Universidade Federal de Minas Gerais e mestre em Educação pela mesma universidade. Durante a graduação, participou como bolsista do programa Residência Pedagógica e realizou Iniciação Científica participando do projeto “Contribuições do Ensino Fundamentado em Modelagem para a Aprendizagem Sobre Ciências, o Desenvolvimento do Raciocínio Argumentativo de Estudantes e o Desenvolvimento de Conhecimentos e Habilidades Docentes”. Atualmente atua como professora de Química em uma escola estadual. Seus temas de interesse incluem conhecimentos de professores, argumentação, educação científica fundamentada em modelagem.

Rosária Justi, Universidade Federal de Minas Gerais

É licenciada e bacharel em Química pela UFMG, mestre em Educação pela Universidade Estadual de Campinas, doutora em Educação em Ciências pela Universidade de Reading, no Reino Unido e já desenvolveu projetos de pós-doutorado na Universidade de Leiden, na Holanda, e na Universidade de Bristol, no Reino Unido. É professora titular aposentada da Universidade Federal de Minas Gerais, pesquisadora 1-C do CNPq, e líder do Grupo de Pesquisa REAGIR: Modelagem e Educação em Ciências. Seus temas de interesse incluem educação científica fundamentada em modelagem, natureza da ciência, introdução de história e filosofia da ciência no ensino, conhecimentos docentes e formação de professores.

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Published

2025-05-15

Issue

Vol. 18 (2025)

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Articles

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Copyright (c) 2025 Leandro Oliveira, Helen Bicalho, Rosária Justi

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