ANALYSING EXPERIENCED ORGANIC CHEMISTRY TEACHERS’ TEACHING PLANS AND TASK PERFORMANCES BASED ON THE THEORY OF CONCEPTUAL FIELDS
Journal Title: Problems of Education in the 21st Century - Year 2015, Vol 67, Issue 10
Abstract
This research analyses two experienced Organic Chemistry teachers’ teaching plans and task performances. The recorded audiovisual interviews were analyzed with computer assisted qualitative data analysis software (CAQDAS). Based on the Theory of Conceptual Fields, the teachers used an energetic-structural resolution approach characterized by the simultaneous use of structural field (SCF) and thermodynamics (TCF) articulated electronegativity, polar covalent bond, steric effects, inductive effects, resonance, aromaticity and stereochemistry. The development of the lesson plans indicated more emphasis to the structural field (SCF). The performance schemes of Organic Chemistry Tasks were not reflected into the lesson plans. Lesson planning knowledge that is subtly dependent on a teacher’s career often has an implicit impact on the mobilization of the schemes.
Authors and Affiliations
Marcelo G. Nascimento, Marco Antonio Bueno Filho
Keywords
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