TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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13 resultados
Resultados da Pesquisa
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 Sequência didática sobre o tema sociocientífico irradiação de alimentos para o estudo do conteúdo de radioatividade(2022-09-27) Prazeres, Ronald Silva dos; Batinga, Verônica Tavares Santos; Sousa, Yrailma Katharine de; http://lattes.cnpq.br/8274315960873366; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3733807882974946The objective of the present work was to verify possible contributions of a didactic sequence involving the theme socioscientific Food Irradiation, considering elements of the Science-Technology-Society (CTS) approach, to evidence of students learning in the 1st year of high school. The sequence was applied in a private school in Recife, Pernambuco, with the purpose of promoting the students understanding of the Radioactivity content. The nature of the study is approximated to a qualitative-aplication research. As instruments of data collection, two questionnaires with closed questions about radioactivity and food irradiation. The results of the analysis of the diagnostic questionnaire indicate that, in general, the students do not have a satisfactory understanding of radioactivity and food irradiation, which are far from the formal conceptualizations related to school chemical knowledge. We believe that the activities of the sequence, such as the dialogic lectures, the exhibition and discussion of documentary videos, and the resolution of questions from the guiding questionnaire by the students contributed to a better understanding of the content studied, which was evidenced by the results of the analysis of the final questionnaire, in which there was a significant increase of mostly satisfactory answers. The didactic sequence developed from a socio-scientific theme Food Irradiation, and the introduction of guiding questions can represent a specific dimension of the CTS approach, contributing to bring conceptual and contextual elements to the study of radioactivity, and configure itself as an effective strategy for chemistry classes in Secondary Education.Item Sequência didática sobre reações inorgânicas de obtenção de oxigênio para o ensino de Química a partir da perspectiva Ciência, Tecnologia e Sociedade(2022-10-07) Nascimento, Jonas João do; Batinga, Verônica Tavares Santos; Vale, Wilka Karla Martins do; http://lattes.cnpq.br/9056444137196823; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/7813371865892143The present work aimed to develop a didactic sequence based on the Science, Technology and Society perspective, in order to verify its contributions and limitations in the learning process of students of the 1st grade of high school in a private school located in in the city of Recife, Pernambuco. The didactic sequence had as its core the scientific question entitled “The deaths caused by the lack of oxygen in Brazil as a result of the Covid-19 pandemic”. The chemical concept that we sought to address during the discussions was Inorganic Reactions, but specifically the reaction of obtaining oxygen. Regarding the approach to the data, the study approaches qualitative research. As data collection instruments, two questionnaires were used with open questions on the theme of the element oxygen, atmospheric air and the production of oxygen gas. For this, activities of the didactic sequence were used, such as lectures, videos, social media publications, newspaper articles with group discussion followed by the resolution of a guiding questionnaire, which contributes to a better understanding on the part of the students. As a form of final evaluation, a podcast was recorded with the participation of students. Initially, the results of the analysis of the diagnostic questionnaire indicate that the students did not have a chemical understanding of the subject, leaving the answers far from the knowledge expected for high school students, when compared with learning objectives that arise from the high school curriculum. In the responses to the podcast and the questionnaire after the discussion of the Socio-Scientific Question, we noticed a considerably satisfactory evolution, as the students were already critical when asked about political actions that could be taken to avoid the crisis situation. It can also be highlighted that at a given moment, when relating the Socio-Scientific Question, the students sought to make relationships with the content. Therefore, we consider that the didactic sequence elaborated from a socio-scientific theme with the introduction of guiding questions has the potential to contribute to the conceptual and contextualized approach to the study of inorganic reactions and so on. In other words, as expected, it is a possible strategic tool for chemistry classes in 1st grade high school classes.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.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 Propostas didáticas na abordagem Ciência-Tecnologia-Sociedade (CTS) para o ensino de Química a partir de tecnologias sociais(2021-03-08) Silva, Paula Priscila Monteiro da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/1991208361955032Item Análise dos rumos da abordagem Ciência-Tecnologia-Sociedade (CTS) a partir de um estudo bibliográfico de teses e dissertações no Brasil(2021-03-04) Noberto, Nathalia Félix; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019This work aim to analyze theses and dissertations about the science- Technology- Society (STS) interaction in chemistry teaching, published during the years of 2015 until 2019 in Brazil. A bibliographic research in database of CAPES was made considering the years of 2015 until 2019 from keys words as: “STS approach”, “chemistry teaching”. The methodologic development followed three steps: bibliographic survey, data organization and data analysis. Was considered on analysis the assumptions of Bardin's Content Analysis. From analysis results, we can Highlight the fact that the quantitative of the theses and dissertations published decreased on the years of analysis period, most of theses and dissertations developed were empirical research, most of theses were published on South and Southeast of Brazil and most of the dissertations were published on Northeast. The target of this theses is the education of teachers, and about dissertations is the high school. The results of this research contribute to the investigation and studies about the STS approach in the teaching of chemistry, give that the point to aspects developed in theses and dissertation and also to aspects that have not been explore or that are still incipient among them, as we can mention the development of theoretical research that supports the epistemological and/or pedagogical bases of the STS approach.Item A abordagem Ciência-Tecnologia-Sociedade (CTS) no ensino de Química na perspectiva freiriana: uma proposta de oficina temática a partir dos crimes ambientais de Mariana e Brumadinho(2021-12-15) Moura, Maria Eduarda Tavares de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2424831962164468Education is still, sometimes, developed by teaching and learning processes that de-mand from the student a passive attitude towards the acquired knowledge. In the con-text of overcoming this characteristic, the liberating education, defended by Paulo Freire, stands out, which places education as a practice for freedom, seeking political awareness. From Freire's perspective, this monographic work proposed an articulation with the Science-Technology-Society approach, considering that it has as its purpose the formation for citizenship and decision-making in the face of social problems related to scientific and technological activities One of the methodological possibilities for pro-moting this articulation is through Thematic Workshops. Thematic workshops can con-tribute to the learning of contextualized school content through the resolution of prob-lems about a certain theme. As for the theme worked in the thematic workshop, envi-ronmental crimes occurred in Mariana and Brumadinho were chosen. In this context, this research aimed to propose a thematic workshop with a Science-Technology-Soci-ety approach, from the Freirean perspective, involving environmental crimes that oc-curred in Mariana and Brumadinho for the teaching of Chemistry in high school. The proposal on screen was elaborated considering Delizoicov's three pedagogical mo-ments: initial problematization, knowledge organization and application of knowledge, approaching chemical contents such as: Substances, Mixtures, Mixture Separation Processes, Heavy Metals, Periodic Table, Concentration and Structure of the Matter. From the description of the thematic workshop with a Science-Technology-Society ap-proach, which presupposes a dialogic process between student and teacher, with the teacher being a mediator in the construction of knowledge and scientific knowledge built from the students' previous conceptions, in In agreement with the Freirean per-spective of education, it can be said that the theoretical and methodological path de-signed has potential for what is expected in the teaching of Chemistry, such as, for example, the development of a political awareness on the part of students.Item Análise de crenças e atitudes de estudantes do curso de Licenciatura em Química sobre natureza da tecnologia como indicadores da alfabetização científica e tecnológica(2022-05-27) Régis Júnior, José Josiel; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2879033758134136Technology is part of several contexts in today's world, a fact that corroborates the need for Scientific and Technological Literacy (STL) on the part of citizens. The STL includes, in addition to scientific concepts and procedures, the understanding of the Nature of Science and Technology. In this research, we direct our study to the Nature of Technology (NoT) as a component of the STL, and more specifically, to the initial training of Chemistry teachers, considering that research of NoT and Chemistry teachers in training are still incipient in Brazil. Therefore, in this research we aim to analyze the beliefs and attitudes of students in graduation in Chemistry about the Nature of Technology (NoT), considering them as indicators of their STL. We count on the participation of students who attended the last period of the course. For data analysis, we adopted qualitative and quantitative approaches and the following methodological steps: 1) selection of COCTS questions that involve aspects of NoT; 2) Application of the selected questions with students of a degree course in Chemistry of the last period; and 3) qualitative and quantitative analysis of student responses to COCTS questions. From the analysis of the research carried out, as main results we highlight those students expressed plausible beliefs and attitudes for seven of the eight COCTS questions related to NoT, such as technology and the interdependence between science and technology, and appropriate beliefs and attitudes about STS relationships. Additionally, it is worth mentioning that students were expected to express partial agreement with the plausible phrases of the questions and not to strongly agree or disagree with them, as observed. Therefore, the results obtained in this research point to evidence of the need to discuss NoT within the scope of the initial training of Chemistry teachers, from the perspective of their STL.Item Análise de uma intervenção didática na perspectiva da abordagem Ciência-Tecnologia-Sociedade (CTS) para a educação de jovens e adultos(2021-03-04) Falcão, Estevan de Almeida; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/5322772246997348In this monographic work, we obtained the objective of analyzing a didactic intervention, elaborated from the perspective of the Science-Technology-Society Approach (CTS), and developed in Youth and Adult Education (EJA).For this, we carried out a qualitative research, with the participation of students from the third in the EJA of High School in the Chemistry class, and we followed seven methodological steps, the saber: observation of the classes; development of the unstructured interview; elaboration of the questionnaire; Application of the questionnaire; didactic intervention planning; application of didactic intervention; data analysis. We analyzed the didactic intervention in its respective moments, considering the aspects related to the characteristics of the teaching process, the activities / used, the resources / curricular materials and the CTS relations that were usual. In order to highlight the results of this research as possible contributors to research in the area of teaching of Chemistry, in particular, for research related to the implementation of the CTS Approach in the teaching of Chemistry. However, we can say that not all moments of the didactic intervention presented characteristics expected for pedagogical practices with CTS Approach.