A abordagem de modelos atômicos para alunos do 9º ano do Ensino Fundamental pelo uso de modelos e modelagem numa perspectiva histórica

The teaching of atomic models in the 9th grade of elementary school has not reached the proposed objectives of the way it has been approached. Aspects such as no appreciation of the historical construction of the models, the high degree of abstraction of the contents, the finished state, immutable as these are presented and the conceptual present distortions in textbooks have negatively impacted on learning such content. With this problem in mind and considering the importance that the textbook is in the process of teaching and learning, this study aimed to verify the approach of atom concepts in textbooks approved by the National Program Textbook / 2014 (PNLD / 2014) and to investigate the use of models and modeling in a historic and experimental approach could assist in the appropriation of the concept of atomic models for students in 9th grade of elementary school. Specimens were analyzed works approved in PNLD / 2014 in which the content relating to atomic models are addressed. To answer the question posed elaborate a didactic proposal for the teaching and learning of atom concepts from the insertion strategies as dialogical classes, trial and building models, different from those proposed in textbooks. The proposal was implemented in a public school of the Regional Education Sobradinho, Distrito Federal, early in the second half of 2014. The results show that among the scanned books, those that address the atomic models (90% equivalent) do to form by PCN not recommended, ie insights related atom. In addition to the insights, there is not much variation in the proposed teaching strategies and these just are not suitable and / or collaborators for effective learning of concepts. The teaching module was effective as to achieve their objectives. The strategies and resources used enabled the learning of atom concepts. On the approach of the historical construction of chemical concepts, it was found that this can collaborate so that students may unveil the finished and immutable character of scientific discoveries.