Abordagem dos modelos atômicos nos livros didáticos de química: uma análise conceitual e de incoerências.

Abstract

Addressing the content of the atomic model in high school textbooks was extremely important to analyze and compare the line of understanding, which may differ from book to book, in the search for identifying agreements and disagreements and analyze how they influence the student's knowledge construction process. The sample consisted of four books for the first year of high school, PNLD 2016. The methodological procedure stems from the following points of identification of concepts, historical context and inconsistency. In this way, we sought to observe the factors that could significantly contribute or harm the construction of the knowledge in relation to atomic models. According to the results disagreements were identified in the approach of the Thomson atomic model, which is the basis for understanding the Rutherford atomic model. Another point of alert is the attribution of the Planetary Model, made by the authors, to the Rutherford model, since Rutherford could not say that electrons would be in circular motion around the nucleus as this would meet frontal with the laws of electromagnetism already well established at that time. Regarding the Dalton and Bohr models, no inconsistencies were detected.