TCC - Licenciatura em Química (Sede)

URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472

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Autor: search.filters.author.Barbosa, Lucas Matheus FerrazAssunto: search.filters.subject.Ensino médio

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    O modelo de ensino híbrido rotação por estações no ensino de funções orgânicas: uma proposta didática para o ensino médio
    (2024-10-03) Barbosa, Lucas Matheus Ferraz; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/5299531115847633
    The application of Active Methodologies, Blended Learning Models, and digital technologies aims to increase student engagement and interest, enabling a more attractive and captivating learning process, while fostering their autonomy as protagonists of their own educational development. Active Methodologies (AM) allow the teaching of chemistry, specifically Organic Functions, to be innovatively related by combining in-person and digital activities that encourage student autonomy and engagement. Adopting the blended learning model, this work seeks to explore the integration of AM and digital technologies to enable the understanding of complex concepts, by developing a didactic proposal for teaching Organic Functions in high school based on the Station Rotation Model. To achieve the proposed objective, theoretical research was conducted through two methodological stages: literature review on the theoretical foundations of the research (stage 1); and proposal of a didactic plan (stage 2). The proposed didactic approach was organized into two phases: Activity proposals for lessons on organic functions (Phase 1) and the application of the Station Rotation model (Phase 2). Phase 2 was structured around five stations, which included various activities, such as computer simulations, gamified quizzes, building molecular models with accessible materials, and technological resources using software like MolView and PhET. It is hoped that the implementation of this didactic proposal will significantly contribute to overcoming the traditional difficulties faced by students in understanding abstract and complex content related to Organic Functions, as well as the discussions on Active Methodologies and Blended Learning Models in teacher training, encouraging changes in pedagogical practices in the teaching of Chemistry.