Publication Details (including relevant citation information):
NASCIMENTO, M. G.; BUENO FILHO, M. A.; NAVARRO, D. N.; LOPES, E. C. D.
10th biannual Conference of the European Science Educ. Research Association, 2013, Nicosia, Cyprus.
This paper aims to access elements of cognitive reasoning implicit in subjects related to mechanisms of organic reactions based on the Conceptual Fields Theory of Gerard Vergnaud. We proposed a situation of open character with a focus on organic reactions. Undergraduate students and the teacher responsible for the course of Organic Chemistry Basic were asked to orally explain how to solve the task done. Textual Analysis was performed with the aid of Discursive Transana software in three dimensions: concepts involved, the structure of arguments and gestural features. The data suggest keeping the elements essential to cognitive learning of Organic Chemistry proposed by Mullins (2008) with the idea of invariant-operative Gerard Vergnaud. However, there is a need for association of these elements in a coherent and organized in the cognitive structure of the subject to which these elements acquire instrumental value to associate themselves with justifications for solving tasks.