TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Resultados da Pesquisa
Item O uso do Instagram como um recurso facilitador no ensino de Química para o Ensino Médio(2023-09-11) Lopes, André Bezerra Amorim; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872The broad development of Information and Communication Technologies (ICT) and, later, Digital Information and Communication Technologies (TDIC), in Education has made significant advances, making the teaching and learning process more effective and efficient. Such technologies have also allowed students (users in general) to access information and resources more quickly and easily, learn in a more collaborative and personalized way, and develop skills for the 21st century. Social networks have become popular among young people, most of them are registered on at least one of them. Instagram has presented itself as an educational resource for teaching Chemistry shared by profiles of teachers and science enthusiasts. Given this range of shared digital material, the following research presented aims to analyze the Instagram profile @quimica.massa through an explanatory qualitative approach as a resource to facilitate the teaching of Chemistry in High School through the use of memes, images and videos that accompany the subjects covered in the classroom.Item Abordagem da história da Química nas teorias ácido base nos livros didáticos do PNLD 2018(2023-09-20) Ferreira, Gabrielly Simões; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2558554946002483The concepts of acids and bases are of great interest in chemistry, however, the approach to this topic is being seen in a distorted way without considering the context of its development, which ends up causing generalizations in its understanding, which causes a misunderstanding of these concepts. by the students. One of the main generalizations is the approach found in textbooks, which do not take into account the historical context in which these concepts were inserted, thus, the importance of evaluating the history of science in Chemistry textbooks is worth considering as a way of aiding teaching. of these concepts. Acids and bases have been known since antiquity and, over time, scholars tried to define them, a consequence of which were the great scientific contributions to the sciences, such as those of Boyle, Joseph Black, Lavoisier, and many other names, until reaching the most current definitions for acids and bases. Therefore, the objective of this work is to evaluate the inclusion of the history of Science in the content of acids and bases in the PNLD 2018 Chemistry textbooks. The methodology for evaluating the works consisted of three categories: Quantity of historical content, approach and quality of historical information. In addition to analyzing four criteria: anecdotal stories; linearity, absence of the broader historical context and consensuality. Among the books evaluated, some do not present historical content, and those that do, for the most part, are presented in a minimal and unsatisfactory way. In only one of the works does the historical content satisfy, in relation to the inclusion of the history of chemistry in the teaching of acid/base concepts, in addition to the distorted views on science appearing frequently in the LDQ of the PNLD 2018. The PNLD points to the history of Science as a fundamental characteristic that must be included in textbooks, however, this does not occur satisfactorily and, despite there being broader definitions regarding the topic, Arrhenius' definitions are the most used or the only one covered in PNLD chemistry textbooks. 2018.Item O conteúdo enzimas no ensino de Química: um panorama das propostas difundidas em periódicos nacionais(2023-09-21) Silva, Viviane Oliveira da; Marcelino Júnior, Cristiano de Almeida Cardoso; http://lattes.cnpq.br/7518586937701331The research carried out was documentary, descriptive and exploratory in nature, and approaches investigations into the state of knowledge with the main objective of offering a panoramic view of an important part of Brazilian academic production on the teaching of enzymes content, through the analysis of published articles in some of the main national journals in which the Chemical Education community disseminates the results of its studies. Articles published in 12 (twelve) journals with Qualis CAPES were adopted as primary documents. The methodological path was designed in line with Morosini's perspective, following the steps of the annotated, systematized, categorized and propositional bibliography. Of a total of 8,303 articles consulted, 56 dealt with enzymes, but only 13 (thirteen) constituted the research corpus, as they were aimed at teaching enzymes. A content analysis allowed the establishment of categorization of the findings. These works are preferably aimed at Higher Education, 10 articles, while 4 articles are aimed at Secondary Education and 2 at Technological Education; 3 works propose activities aimed at more than one level of education. The main genres of work are: i) educational research: 4 articles; ii) development of experimental activity: 7 articles; and iii) report of teaching experience, 2 articles. Experimentation is the main theme in 10 of the articles investigated – 9 on enzyme activity and 1 on enzyme properties, while modeling is the theme in the other 3 articles. The contents covered are enzymatic activity (catalysis), inhibition and inactivation; enzyme functions; and enzyme-substrate model. In the articles, the relationship between experimentation + enzymatic activity (9) is prioritized, when compared to the other categories: modeling + enzyme-substrate model (3) and experimentation + properties (1). Activities with low-cost experiments, both aimed at Higher Education and Secondary Education, are the main teaching strategies used. Modeling with 3D or computational models is also used, as well as video classes with simulated experiments and an adapted educational game. It is also important to invest in the development of proposals that consider training processes at different levels of Chemistry education, including higher education. In this sense, it is necessary to encourage the provision of training moments that stimulate discussions and reflections in the teaching and training of teachers, and other professionals, on computational modeling for didactic purposes. In association with these aspects, a field of interest that still lacks action is non-face-to-face teaching. Therefore, it is necessary to encourage the development of studies and the production of teaching instruments/products on enzyme content for virtual teaching, mainly with the resources of Digital Information and Communication Technologies. It is also important to encourage the development of strategies that are options for experimentation and modeling.Item Uma proposta de sequência didática para abordar ácidos e bases utilizando o anime Dr. Stone(2023-09-22) Santana, Luana Briano de; Simões Neto, José Euzébio; Monteiro, Natália da Silva; http://lattes.cnpq.br/3668105176806261; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/7258859470198175As society advances in the consumption of new media, Chemistry teaching cannot be stuck in a past in which schools did not address important contexts for life beyond their walls. Today, in a globalized world and with the speed of the Internet, to keep students motivated and willing to learn Chemistry, teachers increasingly have to go out of their way to find new strategies. Using elements of mass culture, which influence young people in their daily experiences, in favor of learning is necessary, as it is an attempt to link the real world and scientific knowledge. Given this situation, this work aims to propose the design of a didactic sequence aimed at approaching the concepts of acid and base, centered on the anime Dr. Stone, aimed at high school. Even though anime is still little used in Chemistry teaching, research already points to its potential as a teaching tool and motivating element within the classroom. The sequence was designed and organized according to the 5E instructional method, created by the research group Biological Sciences Curriculum Study (BSCS), and is therefore divided into five phases: engagement, exploration, explanation, elaboration and evaluation. Therefore, we hope that the proposal presented here will be used by Basic Education Chemistry teachers.Item Análise da abordagem histórica das transformações da matéria no livro de ciências utilizado em turmas de 9º ano na cidade de Araçoiaba – PE em 2023(2023-09-12) Melo, Camila da Silva; Silva, João Roberto Ratis Tenório da; http://lattes.cnpq.br/2659442558566241Considering the great importance that science textbooks have in the teaching-learning process of science content in basic education, studies and research focused on this material have increased significantly. Considering that science education is not only pedagogical, but also contributes to the formation of critical individuals capable of acting directly in society. An interesting alternative found for this proposal is the teaching of science through the history of science. Thus, this research sought to analyze the historical and epistemic approach of the content of Material Transformations in the 9th grade textbook selected by the public school system of the city of Aracoiaba - PE. The research is qualitative with documentary perspective and the analysis criteria were based on the criteria determined by the National Textbook Program 2020. The content was identified in the book, followed by the analysis and discussion of the criteria proposed in the methodology. Made the analysis it was possible to observe that the book does not meet the criteria established in this research, because it does not make a contextualized approach as the history of chemistry, besides not involving social, political, environmental or technological aspects in the presentation of the content.Item Uma proposta de experimento investigativo com materiais de baixo custo para ensino e aprendizagem de eletroquímica(2023-09-05) Vasconcelos, Rodrigo da Silva; Freitas, Kátia Cristina Silva de; http://lattes.cnpq.br/5859266863241551This work proposes a teaching-learning sequence for classes in high school addressing contents, concepts and skills related to electrochemistry aiming to complement traditional teaching classes with the implementation of experimental procedures with low-cost materials. It should be noted that because it is a broad, complex and important content, greater attention should be paid to the way it is taught. During the present work, it was sought to evaluate whether a didactic sequence divided into five stages with the use of demonstrative and investigative experimentation can improve the teaching-learning process of contents and skills, through the proposition of experimental procedures in constructions of electrochemical cells and the qualitative analysis of the contents and concepts emerged at the end of the didactic sequence. It is concluded that the sequence proposal can contribute positively to the development of knowledge because, at the end of the research, some substitutions and complementations of initial conceptions related to electrochemistry are perceived.Item Análise de artigos sobre a temática passabilidade: identificando contribuições para o ensino de Química segundo abordagem de QSC na perspectiva da educação em Direitos Humanos(2022-05-31) Lima, Izabelly Tavares de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/9465097213606651Human Rights are universal rights for each human being. In this monograph, the approach of socio-scientific issues (SSI) is assumed as a didactic strategy for conducting the teaching of Chemistry from the perspective of Education in Human Rights. From this perspective, one of the themes that can be addressed in the teaching of Chemistry is Passability. However, works involving this theme were not found in the main national journals for teaching Chemistry. Therefore, this research aims to analyze aspects about Passability, brought in works published in journals that are not in the area of Chemistry teaching, which can contribute to the teaching of chemistry according to the SSI approach from the perspective of Education in Human Rights. This is bibliographic research of the state of knowledge type, in which the works published in journals were mapped using the keyword passability on the Google Scholar platform, considering publications from 2017 to 2022. The mapped works were analyzed from the following characteristics: objectives of the work; target Audience; aspects addressed about passability; theoretical references on passability adopted; and some considerations presented in the work. Based on the analysis, it is concluded that Passability can be characterized as a SSI, given that it is a controversial issue, has a scientific basis, involves choice-making, has a local, national and global dimension, in addition to being current. Additionally, it was noticed that the sensitization processes, the promotion of respect for the rights of others, and the promotion of an inclusive education that does not encourage prejudice, discrimination, racism and violence, are structuring axes for Education in Human Rights, can be met from the theme Passability in Chemistry Teaching.Item A utilização do método de Feynman no processo de ensino-aprendizagem do conteúdo de soluções para alunos (as) do ensino médio em uma escola da rede privada do município de Recife(2023-04-17) Albuquerque, Elaine Lins dos Santos; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/4410292056278415This research aimed to analyze the feasibility of using the Feynman method in the teaching-learning process for appropriating content solutions, as an active study methodology. In this perspective, the methodological path presented 5 stages, these stages are based on the exploration of the methods that students use to study, as well as on the Feynman study technique and they were: Application of the questionnaires, presentation of the content and of the Feynman method, application of the Feynman method by the students and reapplication of the questionnaire. We analyze how the particular form of study that the subject chooses directly affects the actual acquisition of knowledge, in this way, we apply with students a method of building knowledge and learning it by teaching it to someone else, called the Feynman Method, using the content of solutions. We believe that the study with the Feynmam Method can help in the process of teaching the content of solutions, as with any other content, however, it is necessary that the technique be carried out in a complete way in order to reach the expected result, which is the learning, which was possible to verify in this research, in relation to the content of solutions. We concluded with the results a considerable improvement in the adequacy of the scientific terms and increase of the vocabulary referring to the content. We hope that this new strategy will provide students with a more pleasant and motivating view of chemical science.Item A importância da experimentação no enfoque demonstrativo no processo de ensino-aprendizagem do conteúdo de eletroquímica de forma contextualizada(2023-04-17) Silva, Suelani Marques da; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919The lack of contextualization from the historical, cultural, economic and technological point of view, as well as the lack of experimentation in the classroom, often due to lack of structure and laboratory in schools, have been some of the many problems faced in teaching chemistry. Thus, the use of contexts that interact with the student's reality can significantly contribute to the learning of scientific concepts. Therefore, the objective of this research was to analyze the use of experiments with a demonstrative approach in the teaching and learning process of electrochemistry in a contextualized way. The development of this research took place in the third year class of a reference school located in Paulista/Pernambuco, with the participation of 35 students. The didactic sequence used was divided into 5 moments, distributed in 5 classes and three modalities used as data collection instruments were applied. When the observers' responses occurred, there was a high rate of correct answers in questions related to technological, social and environmental contexts, as well as in relation to content and electrochemistry, however, most arguments were not present about the scientific content. The obtained results proved the importance of working the electrochemistry content from a contextualized practice. The results obtained highlight the importance of working with the electrochemical content from the demonstrative approach in a contextualized way, showing a relevant alternative to help the understanding of the content by the student in contexts that influence the reality of the students, such as technological, social and cultural conceptions that brings meaning to the learning of scientific concepts.Item Experimentação utilizando como contexto alimentos e alimentação: uma abordagem para o ensino de Química(2023-05-12) Oliveira, Gabriela Alves de; Freitas Filho, João Rufino de; http://lattes.cnpq.br/9252404584350850; http://lattes.cnpq.br/2277869864110720Chemistry classes are seen by many students as boring or difficult to understand, generating disinterest and discouragement in the study of this science. One way of reversing this situation is the insertion of contextualization and experimentation in chemistry teaching, as a way of bringing scientific knowledge closer to students' daily lives, as well as arousing greater interest from experimental activities. Having foods and feeding as this focus, it emerges as the main theme for an experimentation activity, since they are treated at all levels of education and are part of everyone's life. That way, this study was carried out in a municipal school in Recife - PE, with students from the 6th to the 9th grade of elementary school and had the general objective: To develop and carry out an experimentation activity in the teaching of chemistry, seeking to promote the awareness of students of a school in the city of Recife on the quality of food and healthy eating practices, in order to contextualize chemical knowledge with everyday life. The research, classified as qualitative and of the pedagogical intervention type, was carried out with 22 students participating in the Science Club of the Science and Technology Laboratory of the school, in three meetings, each lasting 60 minutes. In the first methodological moment, the students' previous conceptions about the concepts of foods, healthy eating and food quality were collected; In the second stage, a dialogic expository class was held, seeking to introduce students to the chemistry present in this theme; And in the third and last stage, the importance of food quality was discussed and an experimental activity was performed on the physical-chemical analyzes used to attest to the quality of the milk consumed by the students. Data collection was made from questionnaires applied during the pedagogical intervention, as well as observations of the class during classes. It was noticed with the answers to the questionnaires, that at the beginning of the activity, most students did not have knowledge about the composition of foods, but that in general they had a balanced diet due to the number of meals eaten in the full school. During the execution of the activity, especially in the experimentation part, the class showed a lot of interest in studying the subject and because it was something that was part of their daily life, there was great participation and acceptance of the class, thus concluding that contextualization and experimentation are essential and in fact great allies for the teaching of chemistry. In the end, it was found that there were advances in the answers given by the students and it is hoped that with this activity, the participating students have awakened to issues related to healthy eating, food quality and how chemistry is present in the most diverse situations around us,not just limited to what is studied in the classroom.
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