TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Item Analisando como o ensino de química está articulado à educação ambiental sob a perspectiva da Base Nacional Comum Curricular – BNCC(2019-07-11) Barbosa Junior, Juscelino Reis; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/7546622170249353This study is based on the proposition of Common Base for National Curriculum, BNCC (Base Nacional Comum Curricular) as a normative document that defines an essential learning that all students should develop throughout basic education. In this way, the objective of this work was to analyze the forms of articulation between the teaching of Chemistry, in the context of Sciences (Primary and Secondary Schools) and Natural Sciences (High School), and Environmental Education, which are proposed in the new National Curriculum, in Brazil. The objective arose in order to answer two questions that guided this work: How can environmental education be developed from the teaching of Chemistry? And how science teaching can contribute to the participation of the human being in the natural environment? To reach this objective and to give answer to the questions that guided this study, we proceeded readings and discussion about the elaboration process of the BNCC, the emergence of environmental education and the formation of a subject sensitive to the environmental problems. This was useful to build a framework for the investigation which can be characterized as a documental-exploratory study. Next, we analyzed the general competences proposed in the BNCC, as well as the current LDB (constitutional law driving educational system in Brazil), after several recent modifications, and LPNEA - law that regulates environmental education, in Brazil. Among some points, we emphasize the skills proposed for the teaching of science, in elementary school, developed based on the objects of knowledge that involve Chemistry in a concrete and direct way, competencies for science education in secondary schools and, for science studies in High Schools, we considered how the proposed competencies are or not aligned with the perspectives for the environmental education. Finally, it is postulated in this work that the environmental education is linked to Chemistry teaching in a subtle way and the new National Curriculum appears to be presented as a potential tool for formation of young people searching for to supply demands from labor market, offering them a very limited scientific and technological knowledge.Item Análise da construção de sentidos e significados sobre a reação de oxirredução pelos estudantes a partir de uma sequência didática sobre bafômetro(2019-12-19) Martins, Jorge da Silva; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/5508094144911539The main objective of the present monograph was to analyze the process of meaning construction and attribution of senses about the oxireduction reaction, experienced by students when they are engaged in structured activities in a teaching and learning sequence with the breathalyzer thematic. The methodological path was constituted by: planning and structuring a teaching and learning sequence (TLS), from the perspective of Méheut (2005) and the conceptual profile theory proposed by Mortimer (1995) to investigate the process of meaning construction, application and analysis of the steps experienced throughout the sequence. Amidst the steps of the sequence, two questionnaires were applied to a 3rd grade high school class, one for the survey of previous conceptions of oxireduction reactions and the other associated with an experimental activity of “breathalyzer simulation”. From the answers obtained, we observed that, in general, the students did not present well-constructed meanings about the definition of an oxireduction reaction and this is justified by the meanings they attribute to the concept, not having a closer relationship with the scientifically accepted meaning. Thus, through the conceptualization process, analyzed through the learning paths traced by the students, we realize how each individual understands the concepts from the senses and meanings that they attribute in their particularities. And that often in the process of appropriation of a scientific concept, it is common to make use of it without really mastering its significance, using only fluid senses that vary depending on the context.Item Análise de diferentes modos de pensar e falar sobre calor expressados por estudantes a partir do trabalho com vídeos e estudo de caso(2018-08-28) Gomes, Gabriel Soares; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/8975279027875743This study proposes a didactic sequence focusing on the use of videos. Our objective was to analyze different ways of thinking and ways of speaking expressed by students in chemistry classrooms, from different contexts, brought in videos about situations and phenomena involving the concepts of heat. We believe that the use of didactic strategies that count on the exhibition of videos can establish a new dynamics of contextualization in the classroom, structuring the teaching and facilitating the students' learning. The application of the didactic sequence happened with students of the second year of High School in a reference school in Olinda-PE, the sequence had four moments, in the first one the previous conceptions were raised and the profile of the students with the videos were traced, in the second and in the third moment the concept of heat was approached in an expositive dialogues class having two videos as resource. The videos that were used in the didactic sequence are of the YouTube channel of Minutephysics, being chosen those that talk about heat. At the end of the third moment a study case containing three situations was delivered so that the students could solve the case, in the fourth and last moment the students presented the solutions found by each group and a video was presented. To analyze the data, we used the theory of the conceptual profile proposed by Mortimer (1995) to understand the process of conceptualization about heat from dynamic articulations between different ways of thinking and speaking that find meaning in specific contexts. We will take into consideration the conceptual profile proposed by Amaral and Mortimer for the heat (2001). Based on the zones of the conceptual profile of heat, we analyzed the videos used in the sequence and found the rationalist zone, the realist and the empirical one, for the previous conceptions raised we had the emergence of the rationalist zone and the realistic zone. At the first moment of the sequence the students emerged the rationalist zone, in the second moment the rationalist zone is found in the solutions. In the third moment two zones arise, the rationalist and the realistic. The results show that the videos can promote the emergence of diverse contexts and the discussion of different ways of thinking and ways of talking about the concept of heat. We emphasize the importance of this and other resources being introduced in the initial training so that future teachers experience innovative experiences in chemistry teaching and can include them in their teaching practice.Item Aproximações da educação química CTS/CTSA e educação ambiental: um estudo sobre os impactos da chuva ácida no ambiente(2022-10-13) Paz, Danielle Santos da; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/6502843465348417The phenomenon of acid rain is considered, among several researchers, as a serious environmental problem that affects many countries of the world bringing consequences for health and public assets and can be considered a reflection of the dynamics of society, so it is necessary to take measures to identify and reduce its causes and consequences through environmental education. The present work seeks to relate the subject of acid rain with the study of chemistry contents such as inorganic functions: Acids and oxides. It is known the difficulties that teachers have in promoting reflection on environmental issues in the classroom, as well as making a relationship between environmental themes and chemistry contents. Thus, we search the contextualization of the contents of chemistry and environment, bringing the rescue of memories, facts, and situations. Therefore, through the STS/STSE approach we invite students to stand themselves as citizens capable of building their own opinion for an understanding of the social dimension of science, technology, and the environment. Thus, the objective of this work is to develop scientific knowledge through a sequence of teaching and learning on the topic acid rain, using the STS/STSE approach that articulates environmental education to chemistry teaching, and to promote students of basic education, environmental and social awareness. Methodologically, we have developed a teaching and learning sequence for Leonard Waks' responsibility cycle-based STS approach, which elects five criteria to teach ethical issues and values that arise in the education that the STS is present. The didactic sequence was developed for application with a class of 13 students aged between 16 and 17, on their last year of high school, consisted of four didactic moments following the criteria of the Waks responsibility cycle, and the time stipulated for each moment is one lecture corresponding to 50 minutes. For analysis data were considered the students' answers through the proposed activities. From the results of the analysis, we can say that, during the moments proposed in the didactic sequence, the students developed a socio-environmental responsibility that was evident when, during the activities, they were able to relate the theme with the chemistry contents. With this, they were capable to denote a greater knowledge of the phenomenon studied that contributed to the understanding of their roles as citizens who recognize their own rights and duties, responsible for their decisions and for their impacts on society.Item Estudos de cinética química a partir da elaboração e uso de uma cartilha didática sobre produtos de limpeza para lavagem de roupas(2023-09-18) Nascimento, Ismani Adalgiza do; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/0285664573551889The present study deals with the development and validation of a booklet that contains concepts of chemical kinetics, presented from the action of sanitizers for clothes washing. The objective of this study is to analyze the potential and limitations of the booklet, as well as to verify the participation and interaction of students during the use of the material and to evaluate how the association of the action of sanitizers to the concepts of chemical kinetics can help students understand this subject. In order for the work to be developed, after the development of the booklet, a didactic sequence composed of three moments was proposed: raising the students' previous conceptions, teamwork using the booklet and application of the final questionnaire. Through the application of this sequence, some results were obtained: Most of the students were able to conceptualize what chemical kinetics studies after the teamwork using the booklet, in addition, they associated the study of the reaction speed to other examples of everyday life, not limited to the situation presented about the action of sanitizers for clothes washing. Some potentialities of the booklet identified by the students were: accessible and clear language of the text, promotes interactivity and is playful. In addition, the students made suggestions to improve the content of the booklet: use fewer formulas, discuss more theories, and expand the approach of other subjects. With the results, it was possible to realize that the booklet is an attractive material that can be used as a pedagogical support material, containing various subjects in a playful and interactive way.Item Experimentação problematizadora no ensino da química: um estudo sobre ácidos e bases(2022-10-13) Arruda, Andréa Leão de Lima; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/4606492867425823This work aims to analyze a problematizing experimentation proposal on acids and bases applied in a chemistry classroom, searching for promoting conceptual construction by students. For the theoretical discussion, we based discussions on: chemistry teaching, problematizing experimentation in the teaching-learning process, acids and bases. In the methodology, a didactic sequence was organized throughout 3 (three) pedagogical moments, namely: initial problematization, organization of knowledge and application of knowledge. Among others, an experimental problem-solving activity was carried out on acids and bases, using a red cabbage indicator, as it contains a substance called anthocyanins that present a characteristic color in specific acid or basic environment, allowing the identification of this property in relation to the analyzed substances. This study was carried out in a class of the 3rd year of a public High School, a reference school in education of the state of Pernambuco, located in Recife city. The approach of problematizing experimentation on acids and bases, in the classroom, contributed to the teaching-learning process, starting from the rising of the students' alternative conceptions on the concepts until the understanding of the scientific concept involved.Item O que chamamos de produto natural? análise de sentidos e significados atribuídos a conceitos químicos ao longo de uma sequência didática contextualizada(2024-03-05) Albuquerque, João Paulo Araujo de; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/6109325346299515The abandonment of common sense knowledge, treated as an obstacle by scientists, does not represent the goal of civic education, as it is a knowledge developed through subject-subject and subject-world relationships, even though the product of these complex interactions may be a naive understanding of reality. Therefore, it is necessary for students to establish a critical relationship between the worldview they bring with them and the scientific knowledge acquired. In light of this, a didactic sequence (DS) was carried out with the instrumental aid of contextualization of knowledge present in the area of Natural Products Chemistry and folk medicine. The results indicate that students attributed different meanings to the term "natural product," with three general meanings distributed at different moments of the DS. The first meaning reveals that students have the idea that natural products are chemicals extracted from nature and beneficial to health. After discussing the social and historical importance of natural products, students come to establish that natural products are chemical substances produced by living organisms and not necessarily beneficial. However, students resist relating that the same substances can be produced in a laboratory. This meaning was modified after contextualizing chromatographic techniques and the preparation of extracts used in folk medicine, which required scientific concepts such as substance, mixture, purity, and chemical transformations. Students established that natural products are substances found in the form of mixtures and established that the different medicinal properties of the extracts result from the different compositions of the mixtures obtained.Item Utilização do iodo-131 na iodoterapia: uma proposta de ensino de Química sobre as aplicações da radioatividade numa perspectiva CTS(2022-10-13) Cavalcante, Mayara Maria de Lima; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/4312115966085661This work aimed to develop a teaching proposal on the content of radioactivity, focusing on its applications in medicine, particularly the use of Iodine-131 in radioiodine therapy, using a CTS approach. The research was developed with 16 students from the 3rd year of high school who were between 16 and 19 years old, from a school located in the city of Ribeirão-PE. For the methodology, a didactic sequence was applied, involving four moments, where debates, case studies and questionnaires took place. The questions were thought and organized in a way that brought answers about the level of previous knowledge of the students, where this knowledge was acquired and the evolution of the student's knowledge after a case study. Through this classroom research, the result showed that a good part of the students had an unsatisfactory knowledge about scientific concepts and a moderate knowledge about the applications of radioactivity, the latter acquired outside the school environment, through the internet, movies and series. With the application of the didactic sequence, the students had the first deeper contact with the content, getting to know the different concepts, applications and relationships with science, technology and society, showing themselves to be more motivated and interested in the theme.