ANALYSING EXPERIENCED ORGANIC CHEMISTRY TEACHERS’ TEACHING PLANS AND TASK PERFORMANCES BASED ON THE THEORY OF CONCEPTUAL FIELDS

TitleANALYSING EXPERIENCED ORGANIC CHEMISTRY TEACHERS’ TEACHING PLANS AND TASK PERFORMANCES BASED ON THE THEORY OF CONCEPTUAL FIELDS
Publication TypeJournal Article
Year of Publication2015
AuthorsNascimento, MG, Marco Antonio Bueno Filho
JournalProblems of Education in the 21st Century
Volume67
Start Page81-94
PaginationDiscontinuous
Date PublishedOctober/2015
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 1185070
Keywordsorganic chemistry teachers, teaching planning, Theory of Conceptual Fields
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.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1185070
Refereed DesignationRefereed
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