Abstract

CANDELA-RODRIGUEZ, Boris Fernando  and  CATANO-PEREIRA, Roosvelt. Design of a Hypothetical Learning Progression for Teaching Stoichiometry through Conceptual and Integrated Understanding. Rev. Fac. Cienc. Tecnol. [online]. 2019, n.45, pp.107-120. ISSN 0121-3814.

Stoichiometry has been recognized as one of the topics of chemistry that involves a greater difficulty for middle-school and even college students to learn. One of the main causes is the lack of coherence of instructional materials, which often do not consider fundamental aspects such as the prerequisite knowledge required, the multilevel language, and alternative conceptions. To start to overcome the lack of intra-unit coherence in instructional materials, the paper proposes the design of a Hypothetical Learning Program (HLP) to teach this topic. A qualitative methodology is used, with which a two-step systematic process of documentary analysis is developed of a number of articles, book chapters, curricular guidelines and basic standards of national and international competences related to learning progressions and stoichiometry. The first step focuses on elucidating the main theoretical and methodological elements that underlie this design approach, also building the conceptual framework of this research. The second step focuses on the description of the design process of the HLP of the stoichiometry, using as reference the principles of design and the sections that configure the structure of the HLP. The research process resulted in three main contributions: a theoretical framework for HLP from the perspective of design studies, the development of the HLP items that generated the theories of specific domain for the teaching/learning of stoichiometry, and the instructional material in digital format. It is concluded that, nowadays, HLP are considered an emerging paradigm in the field of science education, resulting in a successful heuristic aiming to produce specific domain theories and instructional materials with curricular coherence.

Keywords : hypothetical learning progression (HLP); stoichiometry; coherence; great ideas of science.

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