@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}
}
