Navegando por Autor "Leite, Bruno Silva"

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Abordagem da história da Química nas teorias ácido base nos livros didáticos do PNLD 2018
(2023-09-20) Ferreira, Gabrielly Simões; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2558554946002483
The concepts of acids and bases are of great interest in chemistry, however, the approach to this topic is being seen in a distorted way without considering the context of its development, which ends up causing generalizations in its understanding, which causes a misunderstanding of these concepts. by the students. One of the main generalizations is the approach found in textbooks, which do not take into account the historical context in which these concepts were inserted, thus, the importance of evaluating the history of science in Chemistry textbooks is worth considering as a way of aiding teaching. of these concepts. Acids and bases have been known since antiquity and, over time, scholars tried to define them, a consequence of which were the great scientific contributions to the sciences, such as those of Boyle, Joseph Black, Lavoisier, and many other names, until reaching the most current definitions for acids and bases. Therefore, the objective of this work is to evaluate the inclusion of the history of Science in the content of acids and bases in the PNLD 2018 Chemistry textbooks. The methodology for evaluating the works consisted of three categories: Quantity of historical content, approach and quality of historical information. In addition to analyzing four criteria: anecdotal stories; linearity, absence of the broader historical context and consensuality. Among the books evaluated, some do not present historical content, and those that do, for the most part, are presented in a minimal and unsatisfactory way. In only one of the works does the historical content satisfy, in relation to the inclusion of the history of chemistry in the teaching of acid/base concepts, in addition to the distorted views on science appearing frequently in the LDQ of the PNLD 2018. The PNLD points to the history of Science as a fundamental characteristic that must be included in textbooks, however, this does not occur satisfactorily and, despite there being broader definitions regarding the topic, Arrhenius' definitions are the most used or the only one covered in PNLD chemistry textbooks. 2018.
Análise dos vídeos produzidos para o ensino de Química na plataforma digital YouTube em 2021: o que os canais mais acessados abordam?
(2022-05-27) Alves Neto, Francisco de Assis; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/7066108122235142
The accelerated evolution of technology has exceeded the use of digital resources resulting in the increase of the need for appropriation of these resources in the classroom, seeing that they are part of the social context and environment of students. In this way, teachers need to adapt to this new educational panorama that is forming. In the context of education in the virtual environment, we have studied follow-up practices of students in remote learning and done analyses of instructional progress to discover the best pedagogic effects in this medium. Academics in education argue in favour of the use of Digital Technologies of Information and Communication (DTIC) as one of the alternative resources to support the process of education and learning, because they are presenting sufficient positive results to justify their use. In the instruction of chemistry, as in other areas of knowledge pertinent to the natural sciences, alterations and improvements are increasingly requested in an attempt to find procedures and mechanisms which promote the improvement in the processes of teaching and learning of students. In this perspective, the objective of this work is to investigate the principal foci of content production to use in social media platforms, such as an instructional resource to assist students learning chemistry. Therefore we have identified the social media platforms which are the most popular for production with the focus on videos and chose to use YouTube®. In this way, the research was carried out in five steps, with the objective to improve and organize the understanding of the analyses: 1. a weighing was made with selection of 16 channels to be studied; 2. classification of the channels; 3. analysis of the content addressed in the channels; 4. analysis of types related to presentation of the content and intrinsic characteristics of the videos, using principally the Moran type of video and Mayer's principles of multimedia learning; 5. analyzing the level of engagement of the students through the commentary on the videos. The results showed that teachers who spent more time on media production in the aspects of vídeo editing and planning were well rewarded in return from their audience. Finally, this reseach concludes with the premise that the dialogue between teaching practive a–nd multimedia instructions can result in a more eficiente teaching and learning process.
Avaliação de aplicativos de Química: uma investigação através do Modelo de Avaliação de Aplicativos Educacionais
(2024-03-01) Oliveira, Vanessa Silva de; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872
The presence of Digital Information and Communication Technologies (DIT) in education has grown significantly over the years. This growth can be seen mainly in the frequent use of smartphones and tablets in the classroom, and in the number of applications (apps) for educational purposes available on digital platforms. For the teaching and learning of Chemistry, and specifically the subarea of organic chemistry, the contributions that help the understanding of this Science are unlimited, based on the visualization and interaction provided by the available applications. However, for a conscious and objective use of this tool, it is necessary that the teacher knows how to administer it in a structured way to achieve positive results in the students' learning process. Thus, the present work aims to develop a new model based on technical and pedagogical aspects, existing in evaluation models of Digital Educational Games (DEG) incorporating Bloom's Taxonomy, in addition to analyzing Organic Chemistry applications (Apps). available for free on the Google Play® platform. To achieve this, the methodological path consists of 4 steps: 1) Survey of organic chemistry applications available on Google Play® through the latent corpus; 2) Survey of models and evaluation instruments for educational digital games on the Google Scholar platform; 3) Development of a model for evaluating apps; 4) Analysis of chemistry applications found in the latent corpus, according to the model for evaluating the proposed applications. The results show that there is a diversity of organic chemistry applications, as well as JED assessment models, contributing to the development of the Educational Application Assessment Model (EAAM), composed of categories and requirements that make up technical and pedagogical aspects found and adapted from the DEG models analyzed. Furthermore, based on the EAAM produced, we analyzed Organic Chemistry applications, identifying characteristics that can be used in teaching chemistry, including: quiz characteristics, good technical functioning, levels of complexity in the content, among others. Finally, research indicates that EAAM has the potential to assist teachers in choosing applications available in application stores, given its focus on technical and pedagogical aspects that influence student learning, in addition to being able to be used for the construction of new applications in different areas, in addition to Chemistry teaching.
Desenvolvimento de projeto em realidade aumentada para o ensino dos conceitos da cinética química
(2021-12-22) Silva, Jobson Albuquerque da; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2128851369408094
It is as a result of the development of Digital Information and Communication Technologies (DICT) that today, in the 21st century, several paths can be created in order to enable the construction of knowledge in an educational context. The means by which teaching and learning processes are applied, formerly limited to four walls in traditional and authoritarian teaching, have been acquiring more space in the digital world and this reflects the idea of having a future even more immersed in this scenario. Smartphone apps, for example, are already a reality in education and both teachers and students have been making progress in their use inside and outside the classroom, enabling mobile learning, a very relevant feature in the digital age. That said, this work aimed to develop an app in augmented reality for teaching the concepts of Chemical Kinetics in order to assist, as a digital didactic resource, in educational processes. For its development, paths were sought for a basic training in the area of programming in order to broaden the vision and know which is the best software for app development in augmented reality (AR). The software chosen for the action were Unity and Vuforia, since both allow mutually creating and associating their resources such as graphic assets, markers to be plotted using their coordinates, in addition to operations such as animation, AR association and finally creating apps. Initial tests were carried out by the software used in the work, culminating in the production of two AR experiments using graphical objects from the Unity library, serving as a starting point for building the app as a whole. The proposal for the development of the app in Augmented Reality proved to be quite interesting with regard to innovation for teaching Chemistry, such as the product acquired in this process, having the potential to work in the classroom by both teachers and students.
Desenvolvimento e utilização de aplicativos para ensino de astroquímica
(2022-06-09) Silva, José Ewerton da; Henrique, Mariana Alves; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/3375067276397113; http://lattes.cnpq.br/6546177378625414
Understanding the Universe that surrounds us is a great challenge and it is through education that we can interact with this reality. Awakening the interest of students in Sciences such as Astrochemistry has been a challenge and the lack of knowledge in this area has brought consequences for our society, because it is through Astrochemistry that we have knowledge that space is full of molecules and that many molecules of planet Earth were formed in space. Astrochemistry is a multidisciplinary science that studies atoms, molecules and chemical reactions in outer space, as well as understanding the evolution and chemical composition of the universe, the chemical phenomena that take place in space. In view of these difficulties, the present work aims to develop a didactic strategy for using an application in the teaching and learning process of Astrochemistry. Currently, the use of digital technologies (DT) is becoming increasingly popular and many people have access to smartphones and the internet, making this resource even more accessible for educational purposes in the teaching-learning process. The developed application, called AstroQuímica, was created with the help of the “app factories” platform known as Fabapp. AstroQuímica is an application of chemical knowledge related to Astronomy that aims to provide content and curiosities about the Chemistry of the universe. In the application, in addition to contributing to the study of this Science, it makes it possible to check your knowledge with questions about Astrochemistry. In order to obtain a more effective result in solving problems faced by basic education teachers, a didactic sequence (SD) was developed as a proposal for using the application.
Design thinking como estratégia de ensino e aprendizagem na Química: explorando a química ambiental e sustentável no ensino médio
(2022-10-18) Nascimento, Rhaysa Myrelle Farias do; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/1130697619312470
Active methodologies are teaching and learning processes that encourage students to overcome challenges and commit to their learning. These methodologies make the student have an active posture, which allows to solve; know and investigate challeng- ing problems that make sense to him. Although active methodologies are favorable for the teaching and learning process in chemistry teaching, they are not yet fully known and applied in the educational context. One of the little known and very current active methodologies is Design Thinking (DT). DT or design thinking, is presented in this work as a teaching and learning strategy that has as main characteristics the possibility of developing in its stages skills such as: critical thinking, empathy, collaboration and en- gagement. This research brings the application of Design Thinking as a teaching and learning strategy with the objective of applying and evaluating the development of the use of Design Thinking involving the content of Environmental Chemistry with third- year high school students in a state reference school in the state of Pernambuco. To meet the objective of this research, the work was carried out in four steps: 1) Environ- ment of the school and survey on the possibilities of implementing Design Thinking in the school reality; 2) Elaboration and evaluation of the didactic strategy of Design Thinking tied to the content of environmental chemistry and sustainable; 3) Analysis of the data obtained on the students' perceptions in relation to the strategy. The results indicate that the application of Design Thinking proved to be of great importance in the classroom, bringing a lot of interaction between students and teachers, with students as main agents of their learning process, developing soft skills, such as empathy and creativity. In summary, the use of the Design Thinking methodology can contribute to the teaching of Chemistry in a ceative, innovative and empathetic way, allowing stu- dents to develop different skills, contributing to make them citizens capable of solving problems, challenges and transforming the society in which they live, in addition to becoming protagonists of their learning process.
Divulgação cientifica através do Instagram: uma aplicação no ensino médio da Educação de Jovens e Adultos (EJA) para o ensino de Química
(2024-03-04) Silva, Isabelly Laís Batista da; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6953309899704712
Given the rapid evolution of languages and forms of communication, society has undergone different transformations. These transformations have impacted society, mainly through social networks. Among social networks, Instagram is one of the fastest growing networks today, reaching even more users daily, reaching all audiences, ranging from young people to the elderly. Relating this social network with Science can be a facilitating resource for understanding Chemistry, since many students are interested, but few actually manage to understand it. On the other hand, Scientific Dissemination aims to bring these two worlds, technology and science, closer together, providing a clearer vision and language of scientific texts so that many can understand Science in a simpler way and enabling access for those who do not have it. . In this sense, the objective of this research was to carry out an analysis of how Instagram pages, which promote scientific dissemination, can assist in the learning process of Youth and Adult Education (EJA) students. EJA is a modality that is part of basic education and is offered to young people, adults and the elderly who did not have the opportunity to attend regular education in a timely manner. Thus, descriptive research was developed in the form of a field study, being approached from a qualitative perspective, carried out in three stages (Conversation circle about what students understood by scientific dissemination; Survey of profiles within Instagram that promote scientific dissemination; Evaluation questionnaire). The research was applied to students in the 3rd year of high school at EJA, from a state public school, located in Cabo de Santo Agostinho, Pernambuco. Data collection occurred through audio recordings and a questionnaire. The results show that EJA students have significant difficulties when it comes to Chemistry and Science as a whole, where some were unable to relate scientific texts with everyday content or examples, although other students were coherent in their answers. As for the answers to the questionnaire, which related posts to learning, it was also noted that students had difficulty seeing a DC on Instagram, but there were satisfactory responses that showed the potential use of the platform to carry out DC and assist in learning the Chemical.
Mandacaru radioativa: uma proposta de gamificação no Google Forms para o ensino de Química
(2022-10-10) Silva, Alane Conceição Leite e; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2965802485781762
The teaching of Chemistry is sometimes seen as very complex by students. Regarding the teaching of Radioactivity, there is an even greater deficit, since it is a content that is usually present at the end of the books, causing the unavailability to use the theme in the classroom. In this sense, using different methodologies so that the teaching and learning process is more effective can be an alternative. One of the alternatives can be gamification. Gamification fits as an active methodology and is used in the educational environment to promote greater motivation, participation and engagement in students. From this, the objective of this work was to build a gamified activity for the content of Radioactivity contextualized for High School. For this, qualitative research was carried out in four stages. In the first stage, a bibliographic review was carried out covering the main aspects about the work on gamification in the teaching of Chemistry. The second stage consisted in the construction of the Gamified Activity (GA) based on the literature review. In the third stage, the application of AG was carried out in high school classes. And, in the fourth stage, the analysis of students' perceptions about AG was carried out. Data collection was carried out through questionnaires, interviews and simple observations, and data analysis was performed based on Active Technological Learning (ATA), Revised Bloom's Taxonomy, and gamification assumptions. The results show that only eight articles discussed gamification in Chemistry teaching and that only one article involved the content of radioactivity and gamification. In addition, in the analysis of the articles, the main elements of the games used that contributed to the construction of the gamified proposal entitled “Mandacaru Radioativa” were observed. Regarding the results obtained through the application of the activity, it was identified that gamification can directly influence the effective learning of students, since it promoted greater participation, engagement and autonomy of the participants, being one of the main characteristics to be obtained through the ATA linked to gamification. With this, it is believed that this type of activity can be used not only in physical classrooms, but anywhere and at any time, requiring only internet access, which suggests its potential to contribute to an active teaching of students, expanding their perceptions about the teaching of Chemistry.
Tecnologias digitais e metodologias ativas no ensino de astronomia
(2022-06-16) Santos, Robson Alves dos; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/3132287799322332
Even being part of human history for about 5000 years, astronomy science ends up being neglected by many. It is present in subjects such as science, geography and physics, but it is not approached as a single area. Many teachers find it difficult to teach astronomical topics because they have not been prepared in their basic training, many resort to different books and do not have a single and accessible source of information. With the advancement of technology, information arrives faster and faster to the user, such as the use of smartphones. The application stores have some applications that can serve as a basis for teaching various school subjects, but there is no tool that concentrates lesson guides, practical activity guides and celestial bodies for observation throughout the year. With that in mind, the objective of this work was to propose a mobile application capable of helping teachers and students in the teaching and learning process of astronomy.
O uso da tecnologia na divulgação da astronomia
(2022-06-09) Andrade, Laércio Nunes de; Fonseca, Nara Nancy Nascimento; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/1906415060076742; http://lattes.cnpq.br/6468663923367555
O uso do Instagram como um recurso facilitador no ensino de Química para o Ensino Médio
(2023-09-11) Lopes, André Bezerra Amorim; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872
The broad development of Information and Communication Technologies (ICT) and, later, Digital Information and Communication Technologies (TDIC), in Education has made significant advances, making the teaching and learning process more effective and efficient. Such technologies have also allowed students (users in general) to access information and resources more quickly and easily, learn in a more collaborative and personalized way, and develop skills for the 21st century. Social networks have become popular among young people, most of them are registered on at least one of them. Instagram has presented itself as an educational resource for teaching Chemistry shared by profiles of teachers and science enthusiasts. Given this range of shared digital material, the following research presented aims to analyze the Instagram profile @quimica.massa through an explanatory qualitative approach as a resource to facilitate the teaching of Chemistry in High School through the use of memes, images and videos that accompany the subjects covered in the classroom.
O uso do jogo do tipo escape como ferramenta didática e suas contribuições na construção e avaliação do conhecimento químico no ensino médio
(2023-09-22) Chagas, Emmanuel Gutemberg de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/3302014371624686
Gamification emerges as a proposal to incorporate game elements in contexts outside of games. Thus, this study aims to analyze, based on the students' experience, the potentialities of the Digital Escape Room (DER) in chemistry teaching as an assessment tool and its contributions to the teaching and learning process and the construction of chemical knowledge for first-year high school students, at a private school in the Metropolitan Region of Recife (RMR), through a review of the contents of states of matter, atomic models, chemical elements and their properties, quantum numbers, molecular geometry, inorganic functions, and equation balancing. In this way, we seek to answer the following question: How can gamification through the application of DER-type games contribute to the teaching-learning process and the construction of chemical knowledge for first-year high school students? This objective is based on the understanding that the use of tools, such as games, has the function of attracting and engaging students and filling the gaps resulting from a rigid education that we are currently experiencing. The research is framed in the methodological field as qualitative, with a descriptive nature, based on data analysis. The study developed is based on some relevant concepts of the theoretical context, namely: playfulness, digital technologies, digital games, assessment, and High School. The experience of the class was collected, observed, and analyzed through a questionnaire prepared via Google Forms. This study involved 16 students from the school, of which 87% responded to the form. Through data analysis, it was possible to favorably determine the potential and contributions of DER as a didactic and assessment tool. The study data point to the need for preparation to ensure better immersion, as perceived in the students' statements.
O uso dos aplicativos Whatsapp e Telegram no ensino das Ciências da Natureza: uma revisão sistemática da literatura
(2021-07-15) Queiroz, Antônio Victtor Alves de; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/1840464693617513
In the current information society, digital technologies have also caused significant changes in education, promoting new forms of communication and social interaction. Thus, the use of digital technologies, especially the use of mobile devices, has enabled greater access to information, which in turn can be transformed into knowledge. Some of the resources most used by individuals, through digital technologies, are applications for mobile devices. Among the numerous applications available, the messages are the most used by society, which once had the function of communication between people and now have an important role in the teaching and learning process, thus knowing their real contribution in the process of building the knowledge proves important. In this sense, this research aimed to investigate how the messaging apps WhatsApp and Telegram are being used in teaching Nature Sciences (Biology, Physics and Chemistry). For this, we carried out a systematic literature review in some databases (Google Academic, CAPES Journal Portal, Brazilian Digital Library of Theses and Dissertations), having as reference the work of Gonçalves, Nascimento e Nascimento. As a result, we found a total of 9 works in the investigated databases. In addition, we found that there were no works using Telegram as a pedagogical resource. Through the description and analysis of the studies, we observed that the WhatsApp application has been used in the educational environment, in which a good part of its resources are exploited. However, the low number of studies found using WhatsApp in the classroom and the lack of work with Telegram® in teaching Nature Sciences point to the need for more research on these applications in the teaching of Biology, Physics and Chemistry, so that we can know what is the real impact of using messaging applications in the knowledge construction process.
Utilização de aplicativos de realidade aumentada para a construção do conhecimento químico
(2024-03-08) Melo, Katiuska Genuino de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6359559341539892
Digital Information and Communication Technologies (DIT) stand out in the area of Education, contributing to different pedagogical practices, configuring themselves as a viable alternative for teaching and learning processes. Among the various TDIC, Augmented Reality (AR) has stood out in recent years as a promising Digital Teaching Resource. AR is a resource that can be used in chemistry classes, as it is an integration of virtual elements with the real world, becoming a promising resource for the three-dimensional exemplification of complex molecules and atoms, in addition to a variety of possibilities for teaching Chemistry content. The present research aims to develop and use strategies for implementing AR applications in Chemistry Teaching. To this end, qualitative participant research was carried out with first-year high school students to address the subjects: Atomic Models, Periodic Table and Chemical Bonds, developed in four methodological stages. Initially, we sought to analyze the limits and possibilities regarding the use of the Augmented Reality Digital Didactic Resource (RDD) in Chemistry Teaching and then propose teaching strategies based on Active Technological Learning (ATA) which seeks to promote the construction of chemical knowledge through the application of emerging technologies, such as AR applications, as an effective teaching approach. The intervention carried out with the students was also analyzed in order to describe the possible advantages and disadvantages of its use. The results show that the use of AR technology has the capacity to provide a 3D and dynamic view of what students and teachers previously only observed in 2D statically in books and pictures, and can contribute to substantial, differentiated and dynamic learning, awakening the imagination and students' interest when it starts to be used as a digital teaching resource, associated with mobile learning through Active Methodologies.