探索巴舍拉在物理化学教科书中的认识论障碍:以热力学概念为例

Q3 Multidisciplinary
José Daniel Souza, Camila Greff Passos, Paulo Augusto Netz
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引用次数: 0

摘要

背景:虽然教科书适用于各个教育阶段,但它们并非没有错误、错误和误解。在文献中,许多作品从不同的角度研究了教科书,特别强调语言的影响。目的:本研究的目的是根据Gaston Bachelard的哲学,确定与巴西化学和相关课程中常用的高等教育物理化学教科书中的经典热力学概念相关的认识论障碍类型。设计:我们采用基于内容分析的定性方法来识别高等教育教科书中的热力学概念和认识论障碍类型。背景和参与者:为了识别认识论障碍,我们选择了三本在大学课程中使用的代表性教科书:P. W. Atkins, D. Ball和I. Levine。数据收集和分析:我们只分析了处理经典热力学的章节,特别关注温度、热量、功、能量、内能和熵的概念。我们使用了包含巴舍拉确定的障碍的先验分类。结果:我们的研究结果揭示了所选教科书中普遍知识、语言、实体主义和现实主义障碍的存在,与这些障碍最相关的概念是热、能量和熵。结论:通过运用巴舍拉的思想,我们能够识别高等教育教科书中的认识论障碍。这可能是与热力学概念有关的误解和历史、科学错误持续存在的原因之一。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring Bachelard’s Epistemological Obstacles in Physical Chemistry Textbooks: The Case of Thermodynamics Concepts
Background : Although textbooks are used at all education levels, they are not free from errors, mistakes, and misconceptions. In the literature, many works have investigated textbooks in various ways, with particular emphasis on the influence of language. Objectives : The objectives of this study were to identify types of epistemological obstacles, according to Gaston Bachelard’s philosophy, associated with the classical thermodynamics concepts in higher education physical chemistry textbooks commonly utilised in chemistry and related programs in Brazil. Design : We employed a qualitative methodology based on content analysis to identify thermodynamics concepts and types of epistemological obstacles in higher education textbooks. Setting and participants : For the identification of epistemological obstacles, we selected three representative textbooks used in university programs: P. W. Atkins, D. Ball, and I. Levine. Data collection and analysis : We only analysed the chapters that addressed classical thermodynamics, specifically focusing on the concepts of temperature, heat, work, energy, internal energy, and entropy. We used a priori categories that encompassed the obstacles identified by Bachelard. Results : Our findings revealed the presence of general knowledge, verbal, substantialist, and realist obstacles in the selected textbooks, with the concepts most associated with these obstacles being heat, energy, and entropy. Conclusions : By applying Bachelard’s ideas, we were able to identify epistemological obstacles in higher education textbooks. This may be one of the causes of the perpetuation of misconceptions and historical, scientific errors related to the concepts of thermodynamics.
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来源期刊
Acta Scientiae
Acta Scientiae Multidisciplinary-Multidisciplinary
CiteScore
0.70
自引率
0.00%
发文量
43
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