TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
Navegar
9 resultados
Resultados da Pesquisa
Item Validação de jogos digitais para o ensino de química: análise dos protudos da iniciativa MEC RED(2022-06-09) Bruce, Ênio Dikran Vasconcelos; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/2478144275654238Faced with the difficulty and lack of interest on the part of students regarding the Chemistry discipline in High School, the use of digital games as a motivational factor for the teaching and learning processes of scientific concepts has been gaining space within the classrooms due to the issue of creation of a link between playfulness and formal contents. In this context, the objective of this work was to analyze and validate the use of six digital games for teaching Chemistry developed by the V-lab UFPE, aiming at a better learning of contents associated with the Physical Chemistry subject, an integral part of school Chemistry, by the High School students. Investigating the benefits made possible by the experience with the games from the analysis using criteria available in the literature, as well as the discussion based on suggestions for improvements for the products. It is worth noting that the process of creating and choosing digital games that can be used in the classroom is challenging for teachers. Positive results associated with the use of this tool are due to the way in which the teacher idealizes and monitors such activity.Item Uma proposta de sequência didática com o tema cerveja para uma visão afrocentralizada no ensino de Química(2022-10-11) Soledade, Mikaella Pereira da; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/6888938635825571The present work consists of the proposition of a didactic sequence to discuss the content of Carbohydrates, related to Organic School Chemistry, from the Beer theme, considering aspects of an Afrocentralized education, evidencing the origin of the drink in Egypt, where it became popular and became essential to civilization. The proposal was built in four moments, namely: questionnaire of previous conceptions, discussion about beer production and its influence on society, from a simulated jury style debate, discussion about the Afrocentrality of the origin and popularization of beer and a questionnaire final, for evaluation and possible validation of the didactic sequence. We believe that the proposal has the potential to discuss the intended themes and, as a perspective for the future, we think of a possible application of the material in the classroom of the 3rd year of high school, in addition to the reformulation of some moments, especially the last one, a questionnaire, aiming to expand the spaces for debate. We hope, with this work, to contribute to a more contextualized teaching of Chemistry that brings together issues relevant to our society, related to racism and the erasure of knowledge of African origin, as directed by law 10.639/2003.Item Design thinking como estratégia de ensino e aprendizagem na Química: explorando a química ambiental e sustentável no ensino médio(2022-10-18) Nascimento, Rhaysa Myrelle Farias do; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/1130697619312470Active methodologies are teaching and learning processes that encourage students to overcome challenges and commit to their learning. These methodologies make the student have an active posture, which allows to solve; know and investigate challeng- ing problems that make sense to him. Although active methodologies are favorable for the teaching and learning process in chemistry teaching, they are not yet fully known and applied in the educational context. One of the little known and very current active methodologies is Design Thinking (DT). DT or design thinking, is presented in this work as a teaching and learning strategy that has as main characteristics the possibility of developing in its stages skills such as: critical thinking, empathy, collaboration and en- gagement. This research brings the application of Design Thinking as a teaching and learning strategy with the objective of applying and evaluating the development of the use of Design Thinking involving the content of Environmental Chemistry with third- year high school students in a state reference school in the state of Pernambuco. To meet the objective of this research, the work was carried out in four steps: 1) Environ- ment of the school and survey on the possibilities of implementing Design Thinking in the school reality; 2) Elaboration and evaluation of the didactic strategy of Design Thinking tied to the content of environmental chemistry and sustainable; 3) Analysis of the data obtained on the students' perceptions in relation to the strategy. The results indicate that the application of Design Thinking proved to be of great importance in the classroom, bringing a lot of interaction between students and teachers, with students as main agents of their learning process, developing soft skills, such as empathy and creativity. In summary, the use of the Design Thinking methodology can contribute to the teaching of Chemistry in a ceative, innovative and empathetic way, allowing stu- dents to develop different skills, contributing to make them citizens capable of solving problems, challenges and transforming the society in which they live, in addition to becoming protagonists of their learning process.Item Mandacaru radioativa: uma proposta de gamificação no Google Forms para o ensino de Química(2022-10-10) Silva, Alane Conceição Leite e; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2965802485781762The teaching of Chemistry is sometimes seen as very complex by students. Regarding the teaching of Radioactivity, there is an even greater deficit, since it is a content that is usually present at the end of the books, causing the unavailability to use the theme in the classroom. In this sense, using different methodologies so that the teaching and learning process is more effective can be an alternative. One of the alternatives can be gamification. Gamification fits as an active methodology and is used in the educational environment to promote greater motivation, participation and engagement in students. From this, the objective of this work was to build a gamified activity for the content of Radioactivity contextualized for High School. For this, qualitative research was carried out in four stages. In the first stage, a bibliographic review was carried out covering the main aspects about the work on gamification in the teaching of Chemistry. The second stage consisted in the construction of the Gamified Activity (GA) based on the literature review. In the third stage, the application of AG was carried out in high school classes. And, in the fourth stage, the analysis of students' perceptions about AG was carried out. Data collection was carried out through questionnaires, interviews and simple observations, and data analysis was performed based on Active Technological Learning (ATA), Revised Bloom's Taxonomy, and gamification assumptions. The results show that only eight articles discussed gamification in Chemistry teaching and that only one article involved the content of radioactivity and gamification. In addition, in the analysis of the articles, the main elements of the games used that contributed to the construction of the gamified proposal entitled “Mandacaru Radioativa” were observed. Regarding the results obtained through the application of the activity, it was identified that gamification can directly influence the effective learning of students, since it promoted greater participation, engagement and autonomy of the participants, being one of the main characteristics to be obtained through the ATA linked to gamification. With this, it is believed that this type of activity can be used not only in physical classrooms, but anywhere and at any time, requiring only internet access, which suggests its potential to contribute to an active teaching of students, expanding their perceptions about the teaching of Chemistry.Item Uma proposta de sequência didática para o ensino de Química utilizando uma temática ambiental a partir do processo de tratamento de efluentes industriais(2022-10-07) Ribeiro, Patricia Maria de Melo; Freitas, Kátia Cristina Silva de; http://lattes.cnpq.br/5859266863241551; http://lattes.cnpq.br/6452213261262563This work presents a proposal for a Didactic Sequence to expose the theme of improper disposal of industrial effluents in rivers, as well as the presentation of the mixture separation processes involved in the steps of correct treatment of the effluent before discharge into the environment. The objective of this research was the elaboration of an SD from the environmental perspective to sensitize students about environmental problems, recognize a little of the industrial application of contents present in regular chemistry teaching, and allow experimental practices of separation of mixture during the course of the classes. Seeking not only the construction of knowledge, but also structuring the student's critical thinking to form a citizen aware of their active role to collaborate with a sustainable 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 Abordagem sobre solução química e livros didáticos de Química do Ensino Médio aprovados no PNLD/2018: uma análise a partir do ensino e aprendizagem baseados nas resoluções de problemas(2018-02-22) Costa, Heloiza Helena da Silva; Batinga, Verônica Tavares Santos; Sales, Amanda Maria Vieira Mendes; http://lattes.cnpq.br/7097156673431056; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3964151656906564This work aims to characterize the statements of the questions on Chemical Solutions in Didactic Books of Chemistry of Secondary School approved in the PNLD / 2018, according to Freire and Silva (2013), according to the characteristics of Teaching and Learning based on Problem Solving (EABRP); Batinga (2010); Pozo and Crespo (1998) and Lopes (1994). For this, we adopted the following methodological procedure: 1) Bibliographic survey, 2) Selection of research data, 3) Analysis of Questions and 4) Transformation of some Exercises in Problems. The present study is close to a qualitative exploratory level research, and as to the procedure, it consists of a documentary research. For the analysis of the didactic unit on Chemical Solutions, some questions / criteria were elaborated to examine the texts, illustrations and statements of the questions presented in 6 Chemistry textbooks. Then, the statements characterized as exercises according to Lopes (1994) were transformed into potential school-type problems (Pozo and Crespo, 1998, Freire and Silva, 2013). The results showed that: the identification of questions about Chemical Solutions and their analysis indicated that these presented characteristics of exercises, according to Pozo and Crespo (1998) and Lopes (1994): emphasize teaching learning through memorization and repetition of algorithms, without take into account context. After identifying and analyzing these issues, it was sought to transform them into potential problems, that is, by making issues in open statements, removing the guidelines that would facilitate immediate resolution, giving scope for diverse strategies and resolutions, and inserting a context that approximates the statement of the reality of the students (POZO and CRESPO, 1998). Finally, this research led to the insertion of the EABRP to address the content of chemical solutions in high school textbooks, contextualizing different situations, adding themes related to students' daily life, with the purpose of making them able to recognize the chemical content inserted in diverse situations, in order to stimulate the students' cognitive activities during their process of knowledge construction and taking care of the orientations of the NCPs that foresee the formation of critical and active citizens in the resolution of daily problems from scientific knowledge.Item Sequência didática investigativa para o estudo dos conceitos de ácido e base em aulas de Química no Ensino Médio(2022-06-10) Silva, Brenda Paula Valerio Miranda da; Batinga, Verônica Tavares Santos; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/6438480756714283This work analyzes the development of an investigative didactic sequence (SDI) on acid-base, aimed at students of the 3rd year of high school, which aims to promote the active participation of students and help them in learning difficulties about these concepts, faced in the period of the COVID 19 Pandemic. The sequence was developed considering some stages of research teaching, such as: presentation and resolution of a contextualized problem, elaboration of hypotheses, seeking the passage from manipulative to intellectual action, in relation to the construction process knowledge and problem solving by students, and the construction of new explanations to solve the problem. The planned activities were constituted as a data collection instrument, and the students' productions as a record for data analysis, which were analyzed based on analytical categories, elaborated from the chemical knowledge about acid and base, and aspects of teaching by investigation. The results show that most students had an understanding more grounded in school scientific knowledge, about the concepts worked during and after the development of SDI. It is concluded that the use of an investigative didactic sequence to address the topic of acid and base, was configured as an efficient didactic strategy for the process of knowledge construction by students, in Chemistry classes.