Modelos 3D impressos como estratégia para a aprendizagem do conceito de interação enzima-substrato

Abstract

This study intents to present the contributions of the 3D printed models design for the conceptual understanding of the enzyme-substrate interaction done by future chemistry teachers at a Federal University in the south of Minas Gerais. The data were created along the study realized at the discipline Laboratory of Teaching of Chemistry II which were based on the modeling steps proposed by Justi. We were able to identify the students' previous knowledge about the enzyme-substrate interaction through the researcher’s questionnaires, drawings, interviews and a field journal. After the transcription and analysis of the interviews, we planned together with the Biochemistry professor, interventional activities to overcome the difficulties presented by these students. The data were analyzed upon content analysis on theoretical-methodological framework. Our work was underpinned upon both the information analysis about the assumptions of the Theory of Significant Learning proposed by David Ausubel and the progressive differentiation of concepts model elaborated by Moreira. The 3D printed models design contributions and conceptual re-elaboration was due to the analysis and interpretation of the students’ answers obtained in the researcher’s questionnaires, drawings, personal reports and field diary. The results show that the use of 3D models and modeling contributed to the significant learning upon the concept of enzyme-substrate interaction. In addition, students' participation in 3D modeling activities contributed to teacher training when thinking about dealing with the use of 3D printed models as a didactic resource.