TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Resultados da Pesquisa
Item Impactos de um processo de formação docente, fundamentado na racionalidade prática, na alfabetização científica e tecnológica de licenciandos em Química: um estudo de caso(2019-12-12) Miranda, Raphaela Dantas; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/7681050703890574It is in the context of the applications and implications of science and technology in society that the need for citizens' Scientific and Technological Literacy (STL) was highlighted. In this perspective, the objective of this research was to analyze the impacts of a teacher training process, based on practical rationality in the STL of Chemistry degree students. It was assumed that the process of initial formation of Chemistry teachers, based on practical rationality, can contribute to the STL of these future teachers, since this type of rationality considers practice as a place of reflection for the production of knowledge, as, knowledge related to the Nature of Science and Technology, an essential component of STL. For this purpose, this research: 1) had the participation of eight undergraduate students in Chemistry who were taking the Instrumentation for Teaching Chemistry II (ITC II) discipline, curricular component of the 7th period of the course's curriculum matrix; 2) followed as methodological steps: presentation of the research objectives to the undergraduate students followed by reading and signing of the informed agreement term; application of the COCTS with Chemistry degree students enrolled in the discipline of ITC II in the second semester of 2018 - before the development of the training process; reapplication of COCTS with graduates in Chemistry after the referred process and data analysis; 3) adopted qualitative and quantitative data approaches. From the analyzes carried out, evidence was found that the training process contributed to the undergraduate students’ STL, however, it did not guarantee the development of adequate conceptions of Science, Science-Technology relationship, Technology-Society relationship and Science Epistemology. Therefore, these results corroborate the need to return of the attention to teacher training, more specifically, to the initial training of Chemistry teachers, when we assume STL as a cultural need for citizens of contemporary society and as one of the objectives of teaching sciences, and more particularly, the teaching of Chemistry.Item Uma sequência didática para a abordagem da fissão e da fusão nuclear no Ensino Médio(2019-12-18) Silva, Maria Conceição Torres da; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/8251096339755832This study to analyze the contributions of a didactic sequence based on the three pedagogical moments in the construction of the concepts of fission and nuclear fusion in high school. For this, we use the pedagogy of the three pedagogical moments, having among the associated strategies a problem situation about the risks caused by nuclear energy. The lectures and videos on the beneficial use of nuclear fission and fusion also comprised the proposed material, which aimed to enrich the discussions that took place on the subject and enable the construction of concepts necessary to solve the problem situation. Twenty-four students from the second year of high school participated in the research. For data collection and construction, two forms of registration were used: writing and audio recordings. The data were analyzed qualitatively so that the results were systematized, highlighting the previous categorization used for the analysis of the answers given the problem situation. The students' participation was constant and significant in each stage, which allowed a good construction and reconstruction of their knowledge. The hypothesis survey made possible the structuring of the final answer from the knowledge construction along the proposed activities. The answers given to the problem situation show that the students used the information brought in the three different moments that make up the sequence. We highlight the teamwork and the desire to learn the scientific concepts on the part of the students, who were always interested in the approach taken. Finally the construction of a problem situation from a real context seems to us a good alternative for the construction of general concepts of radioactivity, mainly about nuclear fission and fusion, as it allows the development of scientific concepts and the construction of knowledge of a broad and differentiated perspective.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 das compreensões de alunos após o desenvolvimento de uma intervenção didática com a temática biogás no ensino de compostos orgânicos(2019-12-18) Santos, Daysnan Nicolly Arcanjo dos; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8660965015640257Contextualization in science education, and more specifically in chemistry education, has been considered as a way to enable students to find meanings for the content addressed in the classroom. In this perspective, one of the possibilities of contextualization is based on the Freirean Thematic Approach (ATF). Given several possible themes for teaching chemistry from the ATF, we highlight the theme of Biofuels, more specifically Biogas, due to its numerous environmental and economic benefits. Therefore, in this research we aimed to analyze students' understandings after the development of a didactic intervention with the theme Biogas in the teaching of organic compounds. The qualitative research was carried out in a reference school in the high school of the public school system in the north of Recife. Twenty-eight students from the third grade of high school participated, but only thirteen students participated in the study data collection, and was conducted from the following steps: 1) elaboration of the didactic intervention; 2) application of the didactic intervention; and 3) data analysis. Based on the analyzes performed, we can say that the students' understanding: 1) were positive regarding the experimental activity Biogas Production and pointed out relevant aspects that constitute the process of a biodigester, such as the use of organic matter for biogas production. ; 2) related to organic compounds involved in biogas production, such as methane production and combustion with carbon dioxide production; 3) involved relationships between biogas and socioeconomic aspects, such as the cost-benefit of biogas production for sustainability and economic issues, especially for rural areas. However, from the understanding of the identified students, it can be said that the didactic intervention does not seem to have guaranteed students' understanding of other aspects related to organic compounds, such as nomenclature of organic compounds involved in the functioning of the biodigester for biogas. In this direction, aiming at a new research agenda, we propose that the didactic intervention elaborated, developed and analyzed in this research be rethought in order to subsidize the students in the understanding of other chemical contents related to the organic compounds involved in the biogas theme.Item Os Simpsons como recurso didático digital no ensino de Química para abordagem do conteúdo de radioatividade(2019-12-16) Silva, Adalto Floro da; Firme, Ruth do Nascimento; Sousa, Felipe Leon Nascimento de; http://lattes.cnpq.br/7839505726111397; http://lattes.cnpq.br/7234636790850019The new information and comunication technologies (ICTs) can help to improve the chemistry teaching, turning the discipline more atractive and encoraging the students, because this technologies are inserted in his daily. In this perspective, we used ICTs inserted on the tangential learning, that occur when scholar contents, for example, were discussed in classroom, without explicit the intention to teaching. Faced with different ICTs, we opted for videos in this research, more specifically, videos from the television series The Simpsons as a digital didactic resource for approaching radioactivity content. Therefore, our objective in this study is to propose didactic activities for the teaching chemistry on radioactivity content from episodes of The Simpsons in the perspective of tangential learning. The study was conducted from four methodological steps: selection of episodes of the television series; description of episodes with potential for content approach Radioactivity; analysis of the episodes described for the identification of radioactivity themes / content aspects; and elaboration of didactic activities for chemistry teaching on radioactivity content from episodes of the series The Simpsons, based on the perspective of tangential learning. The results of this study indicate that the selected episodes have the potential to address current controversial issues / aspects about radioactivity, such as contamination versus irradiation and environmental contamination (episode 1 Homer the Farmer), contamination versus irradiation with a focus on applications, (episode 2 File S), and the disposal of radioactive material, nuclear accidents, and mutations and natural selection (episode 3 The three-eyed fish) and that the teaching proposals elaborated from these episodes may help the learning process in perspective tangential about radioactivity.Item Concepções alternativas de estudantes do EJA: transformação química versus transformação física(2019-12-16) Ferreira, André dos Santos Freitas; Almeida, Maria Ângela Vasconcelos de; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/6832004513675390Alternative conceptions are ideas that students present about certain phenomena that do not coincide with scientific knowledge. One of the causes of alternative conceptions arising or remaining comes from the use of teaching models that do not confront or do not take into account students' previous conceptions. Such teaching perspectives can be seen in this paper, where we chose to describe the teaching models classified by Cachapuz, Praia and Jorge (2002), because we understand that the arrangement of their models is more complete. The teaching models that precede our teaching by conceptual change are: traditional teaching and discovery teaching. In the traditional model the teacher transmits the contents and the students receive passively, memorably and mechanically. In the discovery model teachers look for practical strategies for students to discover scientific concepts on their own. Our research is based on the conceptual change model, in which we develop strategies to identify and analyze students' alternative conceptions (CA) of chemical versus physical transformations. The target of the research was the students of a state school in Recife, from the Young and Adults Teaching course (EJA). We made use of the experimental activity with simple and easily accessible materials, facilitating students' learning. In the theoretical-practical class, the concepts of chemical versus physical transformations were worked on. Students had the opportunity to reconstruct their conceptions of chemical transformation and physical transformation in accordance with scientific concepts. In the obtained results one can notice advances after comparing the old conceptions of the students and their new ones acquired after the experience of experimental activity and dialogued classes.Item A interdisciplinaridade nos trabalhos de educação química e ensino de ciências apresentados nos Anais do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) no período de 2007 a 2017(2019-02-18) Silva Filho, José Roberto de Sousa; Almeida, Maria Ângela Vasconcelos de; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/9060519064280273This paper presents an analysis of the productions of the National Meeting of Research in Science Education (ENPEC), from 2007 to 2017, focused on interdisciplinarity in the areas of Chemistry Teaching and Science Teaching about propositions or descriptions of activities. carried out in order to characterize the constructions in the methodological and pedagogical scope. With the main objective of characterizing the methods approached according to the works of Olga Pombo (2003) and Yves Lenoir (1998), thus describing the typology of interdisciplinary proposals. As much as Brazilian official documents point to the need for a contextualized and interdisciplinary approach to address the deficiencies caused by the fragmentation of knowledge, in order to better educate students in the light of contemporary civilization, which needs more comprehensive solutions to respond to problems. modern, we observed that few articles have characteristics pointed as important by researchers dealing with interdisciplinarity. Many of the published articles aim to help in the choice of themes, methodologies and the importance of this approach, but the number of contributions from didactic sequences, projects, and activities is low, which shows that most of the works are related to the intellectual production of these procedures. It emphasizes action, as well as a large number of papers that discuss and help teachers to include interdisciplinarity in undergraduate courses. The results indicate that there is an evolution in relation to the works produced in the interdisciplinary area, and that the questions about the quality of these productions help in the future proposals.Item Percepção dos discentes na disciplina de química sobre o jogo Twister Químico(2018-02-28) Lima, Jéssika Karina Correia de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8906852001453757The purpose of this work is to show the application and inclusion of the twister chemical didactic game that was inspired by a twister commercial game and that served as an instrument of play activity used in the teaching of chemistry. The game was validated in a group of the 6th period of full degree in chemistry of the Federal Rural University of Pernambuco in the discipline of didactics. Before the application occurred a revision class regarding the subject that the game approached, then the application where all the students participated and soon after a data collection took place through a questionnaire where the criteria of the validation were defined as: Time of application, rules, appropriateness and understanding of the content and motivation of the game. The results were satisfactory, since the licensees evaluated in a positive way that the game could be applied as an instrument for a didactic strategy in the teaching of chemistry.Item Proposta de uma sequência didática baseada no ensino por investigação para abordar o conteúdo de eletrólise no ensino médio(2019-07-19) Oliveira, Johnies Jaaziel Matias de; Freitas, Kátia Cristina Silva de; http://lattes.cnpq.br/5859266863241551; http://lattes.cnpq.br/1186652030834689This word focuses on the proposal and analyses of a didactic sequence on the theme “Battery”. The sequence was elaborated for the development of the electrolysis contends in class of the 2nd or 3 and year of high school. The following methodological procedure was adopted: 1) Development of the Didactic Sequence on the theme Battery, 2) Analysis of the process of elaboration of the didactic sequence. The results show that the structure of the didactic sequence present characteristics teaching through research and bring elements of the dimensions of the epistemic and pedagogical. We have evaluated that this didactic sequence, because its contextualization in a daily theme, allows the students to have a more active participation, generating discussions and debates based on problems, questionnaires and experimental activities. Finally, this sequence also leads to environmental awareness of the incorrect disposal of batteries and their risksItem 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.