From Computational Simulation to the use of visual representations: developing epistemic practices in chemistry classes

Abstract

Considering the construction of scientific knowledge from the proposition, communication and evaluation of ideas, we intended, in the context of a classroom, to investigate whether the use of visual representations, considering it as an epistemic practice, can be made possible through a computational simulation. The didactic sequence was applied to a 3rd year High School class at a public school in Minas Gerais. The data were generated from written records produced by students during the sequence, because epistemic practices are intertextual. Data analysis was performed using Textual Discourse Analysis, revealing that computer simulation, through an investigative approach proposed by the teacher, allowed the use of visual representations, in addition to other epistemic practices, such as elaborating hypothesis, building data, concluding, explaining and generalizing. The dynamics of the simulator favored students' contact with different visual representations, which may have allowed its use. The opportunity of this epistemic practice is important in the Chemistry Education, since the visual representations used in this science are components of the arguments mobilized in the defense of ideas. The planning of classes aiming at the opportunity of this practice, through a simulator, and the investigative approach of the teacher can contribute to the use of visual representations to arise as necessary from the investigation process; hence it is considered as an epistemic practice, and not as an illustration complies with a formalization of Chemistry.