<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000200114</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n2a15</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A história da evolução dos modelos atômicos sob a perspectiva do Novo Ensino Médio]]></article-title>
<article-title xml:lang="es"><![CDATA[La historia de la evolución de los modelos atómicos desde la perspectiva de la Nueva Escuela Secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[The history of the evolution of atomic models from the perspective of the New High School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kurz]]></surname>
<given-names><![CDATA[Débora Luana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedin]]></surname>
<given-names><![CDATA[Everton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dal-Farra]]></surname>
<given-names><![CDATA[Rossano André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Luterana do Brasil Escola de Educação Básica Educar-se ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação em Ciências e em Matemática ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Luterana do Brasil Programa de Pós-Graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000200114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000200114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000200114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivo desenvolver e apresentar os resultados da aplicação de uma sequência didática voltada à discussão da evolução dos modelos atômicos sob a perspectiva do Novo Ensino Médio, bem como analisar os dados oriundos da realização desta no âmbito da Educação Básica. Neste desenho, a proposição didática foi aplicada em duas turmas de 1° ano do Ensino Médio, envolvendo 40 estudantes de um uma instituição privada do município de Santa Cruz do Sul/RS. Neste viés, mediante a participação ativa dos estudantes no decorrer das etapas e da diversificação das atividades, observou-se, além de indicativos do entendimento do objeto de conhecimento proposto, indícios de um maior comprometimento, ou seja, um maior interesse pelas atividades desenvolvidas. Nessa perspectiva, é possível concluir e validar a sequência didática como profícua para o processo de construção do conhecimento científico sobre modelos atômicos, no sentido de compreendê-la como uma estratégia facilitadora da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio desarrolla y presenta los resultados de la aplicación de una secuencia didáctica destinada a discutir la evolución de los modelos atómicos en la perspectiva de la nueva escuela secundaria. También analiza los datos de su realización en el contexto de la educación básica. En este diseño, la propuesta didáctica fue aplicada en clases de 1º grado de secundaria, involucrando 40 alumnos de una institución privada de Santa Cruz do Sul/RS. A través de la participación activa de los estudiantes durante las etapas y la diversificación de actividades, además de indicios de que los estudiantes comprendieron el objeto de conocimiento propuesto, se evidenció un mayor compromiso, o sea, un mayor interés en las actividades desarrolladas. Desde esta perspectiva, es posible concluir y validar la secuencia didáctica como fructífera para la construcción del conocimiento científico sobre modelos atómicos en el sentido de entenderla como una estrategia que facilita el aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to develop a didactic sequence to discuss the evolution of atomic models from the perspective of the New High School and analyze the data arising from its development in the context of Basic Education. In this design, we applied the didactic proposition with 40 students attending two 1st-grade high school classes at a private institution in Santa Cruz do Sul &#8212; RS. In this bias, through the students&#8217; active participation during the stages and the diversification of activities, we observed evidence that the proposed object of knowledge was understood and that the groups were more committed to the activities developed. From this perspective, we can conclude and validate the didactic sequence as helpful in building scientific knowledge on atomic models, to understand it as a strategy that facilitates learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Modelos Atômicos]]></kwd>
<kwd lng="pt"><![CDATA[História da Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Novo Ensino Médio]]></kwd>
<kwd lng="es"><![CDATA[Modelos Atómicos]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Ciencia]]></kwd>
<kwd lng="es"><![CDATA[Nueva Escuela Secundaria]]></kwd>
<kwd lng="en"><![CDATA[Atomic Models]]></kwd>
<kwd lng="en"><![CDATA[History of Science]]></kwd>
<kwd lng="en"><![CDATA[New High School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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