Navegando por Autor "Batinga, Verônica Tavares Santos"

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Abordagem sobre solução química e livros didáticos de Química do Ensino Médio aprovados no PNLD/2018: uma análise a partir do ensino e aprendizagem baseados nas resoluções de problemas
(2018-02-22) Costa, Heloiza Helena da Silva; Batinga, Verônica Tavares Santos; Sales, Amanda Maria Vieira Mendes; http://lattes.cnpq.br/7097156673431056; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3964151656906564
This work aims to characterize the statements of the questions on Chemical Solutions in Didactic Books of Chemistry of Secondary School approved in the PNLD / 2018, according to Freire and Silva (2013), according to the characteristics of Teaching and Learning based on Problem Solving (EABRP); Batinga (2010); Pozo and Crespo (1998) and Lopes (1994). For this, we adopted the following methodological procedure: 1) Bibliographic survey, 2) Selection of research data, 3) Analysis of Questions and 4) Transformation of some Exercises in Problems. The present study is close to a qualitative exploratory level research, and as to the procedure, it consists of a documentary research. For the analysis of the didactic unit on Chemical Solutions, some questions / criteria were elaborated to examine the texts, illustrations and statements of the questions presented in 6 Chemistry textbooks. Then, the statements characterized as exercises according to Lopes (1994) were transformed into potential school-type problems (Pozo and Crespo, 1998, Freire and Silva, 2013). The results showed that: the identification of questions about Chemical Solutions and their analysis indicated that these presented characteristics of exercises, according to Pozo and Crespo (1998) and Lopes (1994): emphasize teaching learning through memorization and repetition of algorithms, without take into account context. After identifying and analyzing these issues, it was sought to transform them into potential problems, that is, by making issues in open statements, removing the guidelines that would facilitate immediate resolution, giving scope for diverse strategies and resolutions, and inserting a context that approximates the statement of the reality of the students (POZO and CRESPO, 1998). Finally, this research led to the insertion of the EABRP to address the content of chemical solutions in high school textbooks, contextualizing different situations, adding themes related to students' daily life, with the purpose of making them able to recognize the chemical content inserted in diverse situations, in order to stimulate the students' cognitive activities during their process of knowledge construction and taking care of the orientations of the NCPs that foresee the formation of critical and active citizens in the resolution of daily problems from scientific knowledge.
Contribuições do PIBID-Química da UFRPE para a formação continuada de professores de química da educação básica
(2018-06-11) Silva, Danúbia Santos Brito; Batinga, Verônica Tavares Santos; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3113485148935966
The continuing formation is important for the teacher's professionalization, since it contributes to the improvement and acquiring of new abilites related to the teaching practice. We highlight that the continuing formation may occur by means of courses, scientific events, interaction with research groups in education and we believe that, also, through the Institutional Program of Teaching Initiation (Programa Institucional de Bolsas de Iniciação à Docência - PIBID). This program approches the teacher active in basic education to the academics from activities and actions developed in a shared and articulated way with the partner schools of PIBID. We consider that this interaction can contribute to the continuing formation of the teacher. Therefore, this project has as an objetive to investigate the contributions of the Chemistry PIBID of UFRPE (PIBID-Química da UFRPE, also known as PQ-UFRPE) to the continuing formation of the chemistry teachers in basic education. For that, a semistructured interview with 3 (three) chemistry teachers that worked in public schools related to UFRPE PIBID located in Recife-PE was realized. Results show that the interviewed teachers expressed different opinions about the continuing formation from the ones presented in this theme's literature. For 2 (two) of the research participants, PQ-UFRPE contributed with their continuing formation. All the interviewed teachers showed a reduced belief about the role of PIBID's academics, treating them, mainly, as subjects that make experimental practices at school easier to occur. Hence, we highlight that the inclusion of the continuing formation theme is necessary in the discussions that talk about the professional education of the teachers in UFRPE's Chemistry PIBID.
Proposta de um jogo didático intitulado Trilha do Fogo para o ensino de reação de combustão
(2021-03-09) Viana, Eugênio Santana; Batinga, Verônica Tavares Santos; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/1530132254676601
This presents the development of a Didactic Game entitled "Fire trail" to approach the content of Combustion Reactions, aimed at students of the 1st year of high school, due to the need to plan and introduce ludic didactic strategies in Chemistry classes. This game consists of a questionnaire that aims to diagnose students' previous conceptions about combustion reaction and the steps that make up the didactic game based on theoretical criteria established in the literature, such as: cooperative, board and card games, rules set, puzzle, quiz game, accessories and roll and move. The aim of this game is to provide effective participation and student engagement, interaction between student-students and student-teacher, and the mediation of the teacher in the different moves for the collective construction of the chemical knowledge of combustion reaction.
Relatório das atividades de extensão: compostagem como instrumento de educação ambiental
(2019) Xavier, Bruno Otaviano Costa Medeiros; Gomes, Maria José de Filgueiras; Batinga, Verônica Tavares Santos; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/0060810526769648; http://lattes.cnpq.br/8921735210836827
O projeto de extensão Compostagem como instrumento de Educação Ambiental teve como objetivo promover ações práticas e teóricas voltadas à conscientização ambiental de alunos do ensino médio de escolas públicas da Região Metropolitana do Recife. Desenvolvido pela Universidade Federal Rural de Pernambuco (UFRPE) em parceria com o Espaço Ciência, o projeto contemplou a capacitação de monitores, realização de oficinas, implantação de hortas e confecção de composteiras domésticas. As atividades incluíram análises de solo, produção e distribuição de material didático, visitas técnicas e acompanhamento de práticas de compostagem e horticultura. O público alcançado incluiu aproximadamente 500 pessoas, sendo 120 alunos participantes de visitas ao Espaço Ciência e 12 envolvidos diretamente nas atividades práticas na Escola Técnica Estadual Alcides do Nascimento Lins. Apesar de atrasos decorrentes de imprevistos estruturais e escolares, o projeto apresentou resultados positivos, despertando o interesse dos alunos para o manejo sustentável de resíduos orgânicos e para a produção de alimentos saudáveis. Constatou-se que a compostagem, aliada à horticultura, é um recurso eficaz para estimular a responsabilidade ambiental e a participação ativa de jovens na preservação ambiental, fortalecendo o vínculo entre comunidade escolar e práticas de sustentabilidade.
Sequência didática investigativa para o estudo dos conceitos de ácido e base em aulas de Química no Ensino Médio
(2022-06-10) Silva, Brenda Paula Valerio Miranda da; Batinga, Verônica Tavares Santos; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/6438480756714283
This work analyzes the development of an investigative didactic sequence (SDI) on acid-base, aimed at students of the 3rd year of high school, which aims to promote the active participation of students and help them in learning difficulties about these concepts, faced in the period of the COVID 19 Pandemic. The sequence was developed considering some stages of research teaching, such as: presentation and resolution of a contextualized problem, elaboration of hypotheses, seeking the passage from manipulative to intellectual action, in relation to the construction process knowledge and problem solving by students, and the construction of new explanations to solve the problem. The planned activities were constituted as a data collection instrument, and the students' productions as a record for data analysis, which were analyzed based on analytical categories, elaborated from the chemical knowledge about acid and base, and aspects of teaching by investigation. The results show that most students had an understanding more grounded in school scientific knowledge, about the concepts worked during and after the development of SDI. It is concluded that the use of an investigative didactic sequence to address the topic of acid and base, was configured as an efficient didactic strategy for the process of knowledge construction by students, in Chemistry classes.
Sequência didática sobre o tema sociocientífico irradiação de alimentos para o estudo do conteúdo de radioatividade
(2022-09-27) Prazeres, Ronald Silva dos; Batinga, Verônica Tavares Santos; Sousa, Yrailma Katharine de; http://lattes.cnpq.br/8274315960873366; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3733807882974946
The objective of the present work was to verify possible contributions of a didactic sequence involving the theme socioscientific Food Irradiation, considering elements of the Science-Technology-Society (CTS) approach, to evidence of students learning in the 1st year of high school. The sequence was applied in a private school in Recife, Pernambuco, with the purpose of promoting the students understanding of the Radioactivity content. The nature of the study is approximated to a qualitative-aplication research. As instruments of data collection, two questionnaires with closed questions about radioactivity and food irradiation. The results of the analysis of the diagnostic questionnaire indicate that, in general, the students do not have a satisfactory understanding of radioactivity and food irradiation, which are far from the formal conceptualizations related to school chemical knowledge. We believe that the activities of the sequence, such as the dialogic lectures, the exhibition and discussion of documentary videos, and the resolution of questions from the guiding questionnaire by the students contributed to a better understanding of the content studied, which was evidenced by the results of the analysis of the final questionnaire, in which there was a significant increase of mostly satisfactory answers. The didactic sequence developed from a socio-scientific theme Food Irradiation, and the introduction of guiding questions can represent a specific dimension of the CTS approach, contributing to bring conceptual and contextual elements to the study of radioactivity, and configure itself as an effective strategy for chemistry classes in Secondary Education.
Sequência didática sobre reações inorgânicas de obtenção de oxigênio para o ensino de Química a partir da perspectiva Ciência, Tecnologia e Sociedade
(2022-10-07) Nascimento, Jonas João do; Batinga, Verônica Tavares Santos; Vale, Wilka Karla Martins do; http://lattes.cnpq.br/9056444137196823; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/7813371865892143
The present work aimed to develop a didactic sequence based on the Science, Technology and Society perspective, in order to verify its contributions and limitations in the learning process of students of the 1st grade of high school in a private school located in in the city of Recife, Pernambuco. The didactic sequence had as its core the scientific question entitled “The deaths caused by the lack of oxygen in Brazil as a result of the Covid-19 pandemic”. The chemical concept that we sought to address during the discussions was Inorganic Reactions, but specifically the reaction of obtaining oxygen. Regarding the approach to the data, the study approaches qualitative research. As data collection instruments, two questionnaires were used with open questions on the theme of the element oxygen, atmospheric air and the production of oxygen gas. For this, activities of the didactic sequence were used, such as lectures, videos, social media publications, newspaper articles with group discussion followed by the resolution of a guiding questionnaire, which contributes to a better understanding on the part of the students. As a form of final evaluation, a podcast was recorded with the participation of students. Initially, the results of the analysis of the diagnostic questionnaire indicate that the students did not have a chemical understanding of the subject, leaving the answers far from the knowledge expected for high school students, when compared with learning objectives that arise from the high school curriculum. In the responses to the podcast and the questionnaire after the discussion of the Socio-Scientific Question, we noticed a considerably satisfactory evolution, as the students were already critical when asked about political actions that could be taken to avoid the crisis situation. It can also be highlighted that at a given moment, when relating the Socio-Scientific Question, the students sought to make relationships with the content. Therefore, we consider that the didactic sequence elaborated from a socio-scientific theme with the introduction of guiding questions has the potential to contribute to the conceptual and contextualized approach to the study of inorganic reactions and so on. In other words, as expected, it is a possible strategic tool for chemistry classes in 1st grade high school classes.