Εναλλακτικές Αντιλήψεις Μαθητών Λυκείου για τις Αντιδράσεις Οξείδωσης/Καύσης

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Δημοσιευμένα: Jan 1, 2008
Λέξεις-κλειδιά:
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Νίκος Βαλανίδης
Πανεπιστήμιο Κύπρου, Λευκωσία, Κύπρος
Αθανασία Νικολαΐδου
Υπουργείο Παιδείας και Πολιτισμού, Λευκωσία, Κύπρος
Περίληψη

Εννιά μαθητές τρίτης Λυκείου συμμετείχαν σε ατομικές κλινικές συνεντεύξεις που αφορούσαν την κατανόηση των αλλαγών οι οποίες σχετίζονται με τη διαδικασία οξείδωσης/καύσης.Ζητήθηκε από κάθε μαθητή, πρώτο, να προβλέψει τι θα συμβεί όταν θερμανθεί ένα κομμάτι χάλκινο σύρμα ή μια λωρίδα μαγνησίου και, δεύτερο, να θερμάνει διαδοχικά το καθένα από αυτά σε φλόγα λύχνου Bunsen. Ύστερα από κάθε πείραμα, ζητήθηκε από κάθε μαθητή να εξηγήσει το αποτέλεσμα με βάση τις αλλαγές που συνδέονταν με αυτό σε μακρο-επίπεδο και σε μικρο-επίπεδο. Υποβάλλονταν, επίσης, ερωτήσεις που σχετίζονταν με τη διατήρηση της μάζας, τις μεταβολές της ενέργειας λόγω της διάσπασης και το σχηματισμό νέων χημικών δεσμών σε κάθε χημική αντίδραση καθώς και την αναγωγή του οξειδίου του χαλκού. Τα αποτελέσματα της ανάλυσης έδειξαν ότι οι μαθητές είχαν περιορισμένη αντίληψη όσον αφορά τις χημικές αντιδράσεις, ενώ οι απαντήσεις τους παρουσίαζαν μια συσσωρευμένη δηλωτική γνώση την οποία δεν είχαν αφομοιώσει. Λαμβάνοντας υπόψη το γεγονός ότι οι μαθητές ασχολήθηκαν κατ’ επανάληψη με τις οξειδο-αναγωγικές αντιδράσεις, ως αντιδράσεις με οξυγόνο αλλά και ως αντιδράσεις μεταβολής των αριθμών οξείδωσης, τα αποτελέσματα δικαιολογούν την αμφισβήτηση για την καταλληλότητα των υφιστάμενων αναλυτικών προγραμμάτων και των διδακτικών προσεγγίσεων που υιοθετούνται, και γίνονται διάφορες εισηγήσεις για αλλαγές. Οι εισηγήσεις αυτές στηρίζονται στη θεώρηση της μάθησης ως διαδικασίας εποικοδόμησης της γνώσης και υποστηρίζουν την ανάγκη ενθάρρυνσης της έρευνας δράσης εκ μέρους των εκπαιδευτικών και την εφαρμογή διδακτικών μεθόδων, που λαμβάνουν υπόψη την περίπλοκη φύση των χημικών εννοιών και τον τρόπο με τον οποίο παρουσιάζονται (ανα-παρίστανται) από τους χημικούς.

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