Teaching Chemistry Based on the Stimulus Equivalence Model

César, Marcelo de Abreu; Moroz, Melania

doi:10.1590/1982-4327e2838

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School and Educational Psychology • Paidéia (Ribeirão Preto) 28 • 2018 • https://doi.org/10.1590/1982-4327e2838 copy

Teaching Chemistry Based on the Stimulus Equivalence Model¹ 1 Article derived from the doctoral thesis of the first author, under the supervision of the second, defended in 2014, in the Program of Postgraduate Studies in Education: Psychology of Education of the Pontifícia Universidade Católica de São Paulo. Rua Francisco Marengo, 111, Tatuapé, São Paulo-SP, Brazil. CEP 03.313-000. Support: Coordination for the Improvement of Higher Education Personnel - CAPES.

Ensino de Química com Base no Modelo de Equivalência de Estímulos

Enseñanza de Química basada en el Modelo de Equivalencia de Estímulos

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study aimed to verify the effects of a procedure, based on the stimulus equivalence model, to teach naming 10 chemical elements, from their symbolic representations and their respective numbers and atomic models. Eight high school students participated. Four classes of stimuli were used: (A) name; (B) symbol; (C) atomic number; (E) atomic model of chemical elements. The following were performed: evaluation of the initial repertoire; teaching of conditional relations and testing of emergence of new conditional relations; evaluation of the final repertoire. From the teaching of three relations (AB, BC and BE), almost all participants presented at least 90% of correct answers (hits) in nine relations (BA, CB, AC, CA, EB, AE, EA, CE, EC); in the chemical elements naming (BD, CD and ED), seven participants obtained at least 80% of hits. The efficiency of teaching procedure for chemistry learning at the high school level has been verified.

Keywords:
high school; chemistry; programmed instruction; behavior analysis; stimulus equivalence

Participants	RELATIONS
	AB		BA		BC		CE		AC		CA		BD		CD
	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post
P3	80	100	80	100	20	100	80	100	0	100	80	100	20	100	10	90
P4	80	100	80	100	20	100	60	100	60	100	80	100	20	100	0	60
P10	100	100	80	100	60	100	80	100	10	100	60	100	50	100	10	90
P11	100	100	80	100	60	100	80	100	20	100	60	100	60	100	10	90
P12	60	100	80	100	20	80	10	100	0	80	80	100	60	100	0	80
P15	80	100	80	100	10	100	20	100	10	100	60	100	20	100	10	80
P16	60	100	60	100	0	100	20	80	20	100	20	100	50	100	0	80
P18	80	100	60	100	0	100	20	100	0	100	10	100	44	100	0	100
Participants	BE		EB		AE		EA		CE		EC		ED
Participants	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post	Pre	Post
P3	100	100	60	100	60	100	60	100	80	100	100	100	10	80
P4	100	100	80	100	20	100	80	100	10	100	80	100	0	90
P10	80	100	20	100	20	100	80	100	10	100	80	100	0	100
P11	20	100	80	100	10	100	60	100	60	100	100	100	20	100
P12	20	100	80	100	10	100	60	100	20	80	20	100	0	50
P15	10	100	10	100	10	100	10	100	10	100	10	100	0	90
P16	20	100	10	80	80	100	10	100	20	80	20	100	0	90
P18	30	100	20	100	10	100	20	100	0	100	10	100	0	100

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Marcelo de Abreu César. Pontifícia Universidade Católica de São Paulo. Rua Monte Alegre, 984, Perdizes, São Paulo-SP, Brazil. CEP 05.014-901. E-mail: marcelocezzar@yahoo.com.br