Analyzing the interactive didactic sequence in the process of construction/reconstruction of concepts of undergraduates in chemistry about the nature of science

Abstract

This article is an excerpt from a broader research, developed in the master's course, which aimed to analyze the initial conceptions of undergraduates in Chemistry about the Nature of Science and activities developed by them in a formative process. In this specific study, we aim to analyze the development of an interactive didactic sequence, as an activity system, carried out by undergraduates in Chemistry in the process of construction/reconstruction of their conceptions about the Nature of Science. In this sense, we take as base the theoretical contributions on the Nature of Science, Interactive Didactic Sequence and Activity Theory from Engeström's perspective. We carried out a qualitative and participatory research, developed in the context of initial training for Chemistry teachers, and we had the participation of sixteen undergraduates. From the results of the analyses, we can say that the SDI, as an activity system, contributed to the process of construction/reconstruction of the undergraduates' conceptions about the Nature of Science, as they constituted themselves as subjects of the activity, they used mediating artifacts , followed a division of labor and SDI rules within a classroom community with the teacher-researcher. We emphasize that the multiplicities of voices, historicity and contradictions, principles of the system of activities, were constitutive of this process.