TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Resultados da Pesquisa
Item Percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada para promover a alfabetização científica(2025-03-17) Silva, Sergiany Sandrelli Santos da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6898348167448044Nesta pesquisa temos o objetivo de analisar percepções de professores de Química em formação inicial acerca de uma intervenção didática com abordagem CTSA planejada, a partir do tema Microplásticos, para promover a Alfabetização Científica. A pesquisa foi qualitativa; contou com a participação de dez licenciandos em Química que cursaram pelo menos uma das disciplinas do curso cujas ementas são voltadas para a abordagem CTS; e foi desenvolvida em quatro etapas metodológicas: planejamento de uma intervenção didática fundamentada na abordagem CTSA e estruturada a partir dos eixos da AC propostos por Sasseron (2008) e da espiral de responsabilidade de Waks (1992) com o tema Microplásticos (1ª etapa); elaboração do questionário (2ª etapa); contato, convite e envio do questionário e do Termo de Consentimento Livre e Esclarecido (TCLE) para os participantes da pesquisa (3ª etapa); e análise dos dados (4ª etapa). Como resultado da pesquisa, podemos destacar que, com base na análise das respostas dos licenciandos ao questionário, a intervenção didática apresenta potencial para promover a AC, ao contemplar os três eixos estruturantes propostos por Sasseron (2008). Além disso, contribuições e limitações da intervenção didática foram apontadas pelos licenciandos. Como contribuições, eles mencionaram, por exemplo, consciência ética sobre o uso e descarte do plástico e a aplicação prática do conhecimento e a formação de cidadãos responsáveis. E como limitações, os licenciandos apontaram, dentre outras, a limitação de tempo para explorar as relações CTSA e a formação docente adequada. Portanto, para pesquisas futuras sobre a AC no ensino de Química, sugerimos a implementação da intervenção didática em tela em contextos reais de ensino para investigar a promoção da AC dos estudantes nesses contextos.Item Contribuições e limitações para a ACT de licenciandos em Química: uma análise a partir das percepções deles(2025-03-18) Barros, José Felipe de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/0424122111591768A Alfabetização Científica e Tecnológica (ACT) é uma condição para a formação cidadã, pelo desenvolvimento de habilidades de domínio, autonomia e comunicação. Portanto, nesta pesquisa tivemos o objetivo de analisar contribuições e limitações para a ACT de licenciandos em Química a partir das percepções deles. Por meio dela, buscamos responder a seguinte questão de pesquisa: quais aspectos, a partir das percepções de licenciandos em Química, podem indicar contribuições e/ou limitações para a ACT deles? A pesquisa desenvolvida foi de natureza mista, com abordagem quantitativa e qualitativa, contou com a participação de 22 licenciandos em Química distribuídos em licenciandos do primeiro período denominados ingressantes (LQI) e licenciandos do décimo ou último período do curso denominados concluintes (LQC), e foi desenvolvida em três etapas: adaptação do questionário (Etapa 1); aplicação do questionário (Etapa 2); e organização e análise dos dados produzidos (Etapa 3). Um questionário baseado na Escala Likert foi o único instrumento de pesquisa. A partir das análises, podemos dizer de modo geral, que: 1. quanto às percepções dos licenciandos de Química acerca da ciência, da tecnologia e das relações entre elas, os licenciandos dos dois grupos concordam totalmente que devemos questionar a Ciência e Tecnologia, que o trabalho da Ciência é buscar verdades que precisam ser comprovadas, e que a Tecnologia é aplicação da Ciência; 2. em relação às percepções dos licenciandos de Química acerca da ciência, da tecnologia e suas relações com a sociedade, os LQI e LQC concordam parcialmente que a Ciência e a Tecnologia não devem ser influenciadas por fatores sociais, políticos, religiosos, econômicos e éticos (fatores externos) e que quanto mais tecnologia mais bem-estar; 3. quanto às contribuições e limitações para a ACT dos licenciandos em Química, algumas percepções podem se constituir como contribuições para a ACT deles, como, por exemplo, os LQI e os LQC concordarem totalmente que devemos questionar aItem O uso de atividades experimentais como auxílio no processo de ensino-aprendizagem das funções inorgânicas ácidos e bases(2024-09-09) Gomes, Felipe Albuquerque; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/6876895388867911This research aims to analyze the use of experimental activities in the teaching-learning process of the inorganic functions of acids and bases, using alternative materials from students' daily lives. The research was carried out in a 1st year high school class. The methodological approach adopted was qualitative, which included the application of expository classes and experimental practices, with the subsequent application of a questionnaire to assess students' understanding of acid and base content and experimental activities. The results demonstrated, therefore, that the integration of experimental activities in teaching the functions of inorganic acids and bases not only facilitated the understanding of these concepts, but also promoted a more engaging and effective learning environment. We conclude that experimentation as part of the educational process strengthens the relationship between theory and practice, allowing students a deeper and more applied understanding of the contents studied, in addition to contributing to more effective and motivating learning, facilitating the understanding of abstract concepts and promoting students' interest in the subject of Chemistry.Item Análise das compreensões de estudantes no contexto de uma intervenção didática fundamentada na abordagem CTS a partir da temática adulteração/falsificação de medicamentos(2024-02-27) Santos, Willyane Camille Santana dos; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/9100179358219333In this research, the objective was to analyze students' understandings in the context of a didactic intervention based on the CTS Approach based on the theme of drug adulteration/counterfeiting. The research was qualitative and of the pedagogical intervention type, carried out in a public school, located in Recife - PE, with the participation of 19 students from the 2nd year of high school. The intervention took place in three meetings, the first two lasting two hours each and the last four hours, divided into two distinct moments. The methodological stages of the study included the planning of the didactic intervention, the application of the didactic intervention and the organization and analysis of the data obtained. The results indicate that: some students expressed limited prior conceptions regarding the adulteration/counterfeiting of medicines and their impacts on society, such as, for example, an understanding focused only on the alteration or modification of the medicine and the impacts promoted by the adulteration/counterfeiting of medicines in society; there was an evolution in students' understanding of different aspects, including the chemical concepts covered and the risks associated with the consumption of adulterated medicine; and in their understandings, students integrated scientific and social aspects of different orders: environmental, economic, legal and public health, except technological aspects.Item Proposta de sequência didática como ferramenta de intervenção no processo de ensino-aprendizagem de nanociência e nanotecnologia a estudantes do ensino médio(2024-02-27) Silva, Margarete Fernandes da; Vila Nova, Suzana Pereira; Luz, Leonis Lourenço da; http://lattes.cnpq.br/8952196044903176; http://lattes.cnpq.br/7716018904442218; http://lattes.cnpq.br/1578167238157111Given the growing evolutionary scenario of science and technology to which contemporary society is subjected, it is essential to approach new technological concepts in educational training. In this panorama, special emphasis must be given to Nanoscience and Nanotechnology studies, since this area of science has been increasingly present in the most diverse fields of the economy and the energy, industrial and agricultural sectors due to its high applicability. and the generation of new products, also providing effects on people's quality of life. As it is a science with a high degree of abstraction, its teaching ends up becoming a challenge; a fact that makes it essential to use new teaching-learning models to replace the traditional one commonly applied in schools, in order to stimulate critical thinking, the practical application of knowledge and problem solving. In the present work, the objective is to develop a proposal for a Didactic Sequence for the use of Carbon Dots applied to the study of seed germination as an intervention tool in teaching Nanoscience and Nanotechnology to a High School class, using as a basis the investigative experimentation. This proposal will facilitate the planning and organization of activities, helping the teacher to conduct classes in a logical and structured manner. Prior to the development of the Didactic Sequence, germination tests were carried out with corn and bean seeds, using solutions of carbon nanoparticles (Carbon Dots), as a figure of merit. Positive results were obtained regarding seedling development, allowing the evaluation of germination efficiency based on the number of germinated seeds and analyzing root growth based on measuring their lengths. Once the experiment was validated, the second stage of the work consisted of developing the Didactic Sequence proposal, based on the adaptation of a model already considered in the literature, however addressing the theme of Nanoscience and Nanotechnology. The proposed Didactic Sequence was divided into theoretical, practical and evaluative moments, in which content related to the curricular components of Chemistry, Biology and Mathematics would be addressed, to understand the processes and evaluate the results obtained in the germination tests. The proposed Didactic Sequence will allow the construction of a clear and orderly structure in the development of classes based on a more contextualized, dynamic and interactive approach compared to the traditional teaching model. Furthermore, it must provide more attractive teaching for students and achieve greater effectiveness in the construction and retention of knowledge.Item Divulgação cientifica através do Instagram: uma aplicação no ensino médio da Educação de Jovens e Adultos (EJA) para o ensino de Química(2024-03-04) Silva, Isabelly Laís Batista da; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6953309899704712Given the rapid evolution of languages and forms of communication, society has undergone different transformations. These transformations have impacted society, mainly through social networks. Among social networks, Instagram is one of the fastest growing networks today, reaching even more users daily, reaching all audiences, ranging from young people to the elderly. Relating this social network with Science can be a facilitating resource for understanding Chemistry, since many students are interested, but few actually manage to understand it. On the other hand, Scientific Dissemination aims to bring these two worlds, technology and science, closer together, providing a clearer vision and language of scientific texts so that many can understand Science in a simpler way and enabling access for those who do not have it. . In this sense, the objective of this research was to carry out an analysis of how Instagram pages, which promote scientific dissemination, can assist in the learning process of Youth and Adult Education (EJA) students. EJA is a modality that is part of basic education and is offered to young people, adults and the elderly who did not have the opportunity to attend regular education in a timely manner. Thus, descriptive research was developed in the form of a field study, being approached from a qualitative perspective, carried out in three stages (Conversation circle about what students understood by scientific dissemination; Survey of profiles within Instagram that promote scientific dissemination; Evaluation questionnaire). The research was applied to students in the 3rd year of high school at EJA, from a state public school, located in Cabo de Santo Agostinho, Pernambuco. Data collection occurred through audio recordings and a questionnaire. The results show that EJA students have significant difficulties when it comes to Chemistry and Science as a whole, where some were unable to relate scientific texts with everyday content or examples, although other students were coherent in their answers. As for the answers to the questionnaire, which related posts to learning, it was also noted that students had difficulty seeing a DC on Instagram, but there were satisfactory responses that showed the potential use of the platform to carry out DC and assist in learning the Chemical.