TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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11 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 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 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 Proposta de uma sequência didática para o ensino de eletroquímica: biossensor como ferramenta de intervenção didática no processo de ensino-aprendizagem(2020-11-05) Silva, Suzi Batista da; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/2869555050306545To mitigate the main difficulties encountered in the teaching and learning process, methodologies are proposed with a focus on didactics more focused on research, investigation and experimentation actions, which may provide more active strategies from the didactic and pedagogical point of view, facilitating the participation of the student. student in this process. The contents in electrochemistry have been frequently pointed out by high school teachers and students as one of the subjects that represents great difficulties in the teaching - learning process. In view of the difficulty exposed, this research aimed to develop a didactic sequence to alleviate the learning difficulties in teaching electrochemistry using the biosensors as input. The teaching methodologies proposed for the study of the concepts about galvanic cells (batteries) involve practical experimental activities through investigation and problem solving (problem situation). For this purpose, it was proposed to use the functioning of electrochemical biosensors as a didactic tool for conceptual knowledge applied to electrochemistry. In this way, the use of specific methodologies for teaching chemistry promotes significant results, allowing the student to reflect and resolve the contradictions of problematic situations as a resource in the construction of concepts, making the student's learning process effective.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 Propostas didáticas para o ensino de Química remoto no Ensino Médio com o uso da sequência didática interativa virtual(2021-07-15) Silva, Lindainez Rosendo da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/0704241572344362Due to the pandemic caused by the COVID 19 virus and the consequent social distance, there was a need to resort to virtual environments to continue the educational activities through remote teaching. In the context of remote teaching we highlight, among other teaching methodologies, the Virtual Interactive Teaching Sequence (VITES), an adaptation of the Interactive Teaching Sequence (IDS) for the virtual environment. In this context of remote teaching, this monograph aimed to develop didactic proposals for the teaching of remote chemistry in high school using SDIV. The didactic proposals were developed to address the contents of Substances and Mixtures, Solutions, Isomery, and Polymers. Methodologically, the didactic proposals were composed of six steps (identification of students' preconceptions; dialogic lecture; and application of the SDIV following its specific moments - individual responses from the students, collective responses from the origin groups, formation of the hybrid group, and collective response-synthesis of the hybrid group) and organized in two moments. Therefore, four didactic proposals were developed for the teaching of remote chemistry with the use of SDIV, through the following virtual platforms: Google Forms, Google Meet, and Google Meet Breakout Rooms, free platforms that require only a Gmail account from the user.Item Sequência didática para abordagem do conteúdo da radioatividade com base em um juri simulado(2021-03-03) Oliveira, Juliana Félix de; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/4869917395565843This study analyzes the contributions of a didactic sequence based on Patro's model 5E in the construction of concepts about radioactivity content. For this, we used as strategies a simulated jury, a problem-situation and the construction and discussion of an infographic. The intervention material also included the exhibition and debate on a video about the accident with Cesium-137 in Goiânia, a questionnaire to survey previous conceptions and a guide for research and development of infographics, which aimed to expand discussions on the theme and contribute to the construction of concepts necessary for the resolution of the problem-situation and participation in the simulated jury. The research was carried out in a class of the 3rd year of high school, with about 20 participants. For data collection and construction, we used a questionnaire and audio recording, using a Smartphone. The results were grouped into categories for further analysis of the questionnaire responses to previous conceptions and the problem-situation. The survey of previous conceptions showed us that students identify the understanding about the existence of radioactivity and their participation in the society in which we live, even though students are unable to explain which chemical concepts are involved in their statements. The answers given by the students to the problem-situation have little to do with the scientific concepts about radioactivity, however, we observed in their responses a significant change in relation to the responses of the diagnostic evaluation, as they started to see radioactivity not only. The simulated jury was evaluated in the search to identify, in the students' speeches, the chemical concepts that involved the specific theme. The proposed didactic sequence seems to be a good alternative for building concepts that involve radioactivity, as it allows the development of scientific concepts and the construction of knowledge from an active perspective of students and considering benefits and problems associated with the use of radioactivity in society.Item Descriminalizando a maconha - a legalização do cultivo domiciliar, a popularização das políticas de fitoterápicos e o ensino de Química(2021-07-14) Figueiredo, Júlia Martins; Silva, Lourinalda Luiza Dantas da; http://lattes.cnpq.br/7013867423178814; http://lattes.cnpq.br/9920383371525159Marijuana has had a prohibition process in Brazil based on racism and eugenics for over three centuries. Given its historical framework, culture with medicinal purposes goes through constant struggles for release and use for health. Seeking to discuss its legality and making an approximation with the Teaching of Chemistry, the following question is established: What is the importance of dialoguing and debating the legalization of marijuana in Chemistry classrooms of university courses in Brazil, in order to propose a decoloniality in the history of marijuana criminalization and the legalization of home cultivation? To answer the research question, the general objective was to promote dialogue and update the history of marijuana in Brazil from criminalization in the post-abolition period and prepare a Didactic Sequence (DS) to discuss the legalization of marijuana use and its medicinal action from of Chemistry Teaching. This is a qualitative and exploratory research in accordance with its objectives. The methodology adopted was the elaboration and application of a STS-Art Didactic Sequence, using Education in Human Rights and Decoloniality, applied in Organic Chemistry classes in the courses of Bachelor of Agroecology, Biology and Forestry Engineering at the Federal Rural University of Pernambuco (UFRPE). The STS-Art didactic sequence, with the theme associated with marijuana and its prohibition in the post-abolition period to approach chemical concepts, resulted in the elaboration of a mystique and a video. The activities were analyzed considering the 3 dimensions of Human Rights Education: 1) empowerment of subjects and groups that were put on the sidelines; 2) the formation of legal subjects; 3) educate never again. These dimensions were consistent with the 4 principles of mysticism: 1) liberation of the proletariat; 2) ways of socialism; 3) ways to gain power; 4) creativity. However, it is noteworthy that the remote learning process made it difficult to interact and produce activities in general and this impact is noticeable in the actions developed, whether to establish participation and/or communication, or to carry out the activities. It is concluded, based on the analysis of the activities developed and the interaction of the students, that, even with difficulties, the involvement of the students in an attempt to elaborate the mystique and the video, establishing the interweaving of the contents in a decolonial manner and within the dimensions of Education in Human Rights, was expressive and the application of DS proved to be potentially motivating for the discussion of themes that are still not associated with the Teaching of Chemistry.