@article {1081,
	title = {COLLECTIVE ACTION AND COLLECTIVE SCHEME IN THE MOBILIZATION OF LEARNING CHEMISTRY ACCORDING TO VERGNAUD{\textquoteright}S THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {419-433},
	abstract = {This research{\textquoteright}s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo Andr{\'e}. For such, cognitive indicators mobilized by them while living individual and group situations on water{\textquoteright}s boiling point, using Screencast video lessons as a motivational strategy, were analyzed. The fulfilment of these situations{\textquoteright} corresponding tasks was filmed, and the recordings were transcribed and analyzed with the help from the Transana software. The indicators used for the Discursive Textual Analysis were created by associating Vicente Talanquer{\textquoteright}s Chemistry Knowledge Space to G{\'e}rard Vergnaud{\textquoteright}s Theory of Conceptual Fields.  The results displayed higher quantity and better quality to the indicators in situations with collective character, to the detriment to the ones with individual character.  Thus, one might conclude that, under this research{\textquoteright}s conditions, collective action, generated by a collective scheme, was capable of mobilizing the learning of chemistry.  },
	keywords = {collective action, collective scheme, space of knowledge of chemistry, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.419},
	url = {http://oaji.net/articles/2017/457-1509895362.pdf},
	author = {Lucia Machado de Andrade and K{\'a}thia Maria Hon{\'o}rio and Marco Antonio Bueno Filho}
}
@article {1050,
	title = {JUST A MATTER OF CHOICE},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {120-122},
	abstract = {What is learning? What is teaching? What would be students and teachers{\textquoteright} role regarding the process of learning and teaching? These are basic questions that have been answered in different ways throughout the twentieth century by various currents of thought in the field of education. As teachers we also tend to respond to them based on our past pedagogical readings and experiences, resulting in a plurality of positions where cognitivism, socio-cultural, behavioral, and political aspects can be appreciated jointly or to some degree polarized relative to each other.},
	keywords = {cognitive process, concept fields, teaching research, thinking operations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.120},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237077},
	author = {Marco Antonio Bueno Filho}
}
@article {987,
	title = {ANALYSING EXPERIENCED ORGANIC CHEMISTRY TEACHERS{\textquoteright} TEACHING PLANS AND TASK PERFORMANCES BASED ON THE THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {81-94},
	abstract = {This research analyses two experienced Organic Chemistry teachers{\textquoteright} 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{\textquoteright}s career often has an implicit impact on the mobilization of the schemes. },
	keywords = {organic chemistry teachers, teaching planning, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.81},
	url = {http://oaji.net/articles/2015/457-1449642605.pdf},
	author = {Marcelo G. Nascimento and Marco Antonio Bueno Filho}
}
@article {995,
	title = {CHEMICAL CONCEPTS IN MOTION: THE ROLE OF COLLECTIVE SCHEMES ON THE LEARNING ABOUT INTERMOLECULAR INTERACTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {68},
	year = {2015},
	month = {December/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {64{\textendash}73},
	abstract = {The purpose of this research is to access data related to how College students collectively develop structural schemes during the resolution of experimental problems of investigative nature. This research included two situations presented to six students in the Undergraduate and Teacher{\textquoteright}s Licensure Chemistry Course at the Federal University of ABC (Brazil) involving Liquid Chromatography contents. The students were divided into groups and asked to make a decision about the best experimental conditions to separate a mixture of chlorophyll, xanthophyll and -carotene in spinach extract. They possessed different stationary phases and elements. The students{\textquoteright} explanations were recorded on an audio-visual device and analysed via computer assisted qualitative data analysis software (CAQDAS) supported by the Transana software. As a result, evidence of the collective development of a scheme characterized by conceptual relations pertinent to the structural field was identified; however, such evidence was incomplete. The interference of the teacher in the students{\textquoteright} decision making was a relevant factor during the resolution of the problems. Conceptual and logical operations of thinking (operative invariants) gaps may be an opportunity for a pedagogical intervention during the resolution of problems in the classroom. },
	keywords = {collective schemes, intermolecular interactions, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.68.64},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1191867},
	author = {Marcelo Gouveia Nascimento and Gabriel Nicolas Garcia Alves and Marco Antonio Bueno Filho}
}
