Navegando por Autor "Silva, Leiliane Alves da"

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Planejamento de uma sequência didática sobre termoquímica com abordagem sociocientífica baseada no perfil conceitual de energia
(2019) Silva, Leiliane Alves da; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/7921207915607413
This monographic research sought to plan a didactic sequence on the content of thermochemistry with an approach in Socio-Scientific Aspects (ASC) based on the conceptual profile of energy. The concept of Energy was chosen for this work because it is a content that is worked in High School, and for presenting different representations and uses, as by the use of the word energy in scientific, school and common sense contexts. We believe it is necessary to consider, in the teaching and learning of the concept of energy, the plurality of ways of thinking, associated with the ways of speaking, attributed to this concept. In this sense, our methodological path was developed in four distinct stages: trend analysis of the last five editions of ENEQ on the content of thermochemistry; structured and unstructured interview with two primary education teachers from Serra Talhada-PE; methodological reference for the elaboration of a Case Study (CE) and methodological reference for proposing a didactic sequence. Regarding the trend analysis, we observed that research in this area is quite diverse and has contributed much to the teaching of chemistry, even though most present discussions about Science - Technology - Society (CTS). The second stage was carried out in two moments: the first one made it possible to identify in the first question the modes of thinking associated with the interviewees' speeches, showing the zones of the conceptual profile of energy, while the second stage included the other questions in a descriptive way, the different teaching techniques and the difficulties associated with understanding the concept of energy, as well as identifying the different ways of thinking about this concept. In the third step, we seek to structure, in a case study, situations and examples mentioned by one of the teachers interviewed, as well as to relate with the ASC. And, finally, for the proposition of the didactic sequence, we take into account the proposed zones of the conceptual energy profile, which were important during the elaboration of the stages of our sequence. As well as the difficulties encountered in the work related to the execution or preposition of sequences and / or didactic instrument on the concept of energy in the teaching and learning of the thermochemistry content, as well as works focused on the conceptual profile, use of EC in the event investigated and the difficulties mentioned by teachers regarding the teaching and learning process of this concept. Throughout the activities, we seek the use of approaches that we consider important for the teaching and learning process and which go beyond the conceptual approach, which is normally used. The use of ASC, the different ways of thinking about the conceptual profile of energy, the difficulties related to the work that dealt with this type of approach and mainly difficulties encountered by the teachers of basic education made possible the construction of a case study. Based on the great researchers in these approaches and the desire to cover important issues for the development of more critical citizens, such as social, environmental and technological issues, and during the course and development of this work, we made some considerations.
Sequência didática sobre o estudo químico das drogas: uma abordagem contextualizada para o ensino de funções orgânicas
(2024-03-07) Bomfin, Flávia Barros do; Simões Neto, José Euzébio; Silva, Leiliane Alves da; http://lattes.cnpq.br/7921207915607413; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/1968699659499222
This research sought to propose a didactic sequence to provide theoretical and practical support for educators in approaching the theme “Drugs” in the Chemistry classroom. The Chemistry discipline taught in schools continues, at times, to be organized through traditional pedagogical perspectives, focusing on the idea of transmission-reception and without considering the process of knowledge construction by the student. Furthermore, we have teaching focused only on conceptual aspects, definitions of law and memorization of isolated content. In this way, thinking about students as social beings and with the purpose of using contextualization as a necessary tool for the transposition between scientific knowledge and school knowledge, we present a proposal for a Didactic Sequence (SD) based on a generating theme of a social nature , drugs and prevention of their abusive use, associated with the introduction of organic functions. Faced with the growing use of illicit drugs by young people, schools must play a fundamental role in preventing and adequately addressing this issue. Many educators may be anxious about what to do in the classroom when the subject is drugs, resulting from a lack of preparation during their initial training, ignored in most undergraduate courses. In this sense, we opted for a descriptive approach methodology, with DS based, from an epistemological and pedagogical point of view, based on the Three Pedagogical Moments (3MP), which is characterized by the existence of three important stages, the Initial Problematization, the Organization of Knowledge, and the Application of Knowledge. As a starting point, we present an initial view of the theme “Drugs” and subsequently exemplify and address specific aspects of certain drugs and the organic functions present, based on the recognition of the functional group. The theme “Drugs” allowed for a broad exploration, enabling students to acquire knowledge about Chemistry and develop skills that help to form critical and reflective citizens.