TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Item Abordagem ciência-tecnologia-sociedade (CTS) no ensino de Química: uma pesquisa bibliográfica nos Anais de Encontros Nacionais de Ensino de Química (ENEQ)(2024-09-19) Lima, Camila Xavier Taumaturgo de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/9325446277008940The research reported in this monographic work aimed to analyze the productions on the CTS approach in the teaching of Chemistry within the scope of the proceedings of the National Meeting of Chemistry Teaching (ENEQ) in the period from 2012 to 2022. The research was characterized as bibliographical research and followed three stages: 1) search for works available in the annals of ENEQ from 2012 to 2022, using keywords such as science, technology and society separately and together; 2) application of inclusion criteria – complete works with keywords in the titles. In this process, 75 works were mapped for analysis; and 3) reading the summaries of the works mapped for analysis. For the analysis of the works, the following analytical categories were considered: Acronyms CTS and CTSA; Thematic Focus; Levels/Teaching Modalities; and Types of Research. The results indicated that the majority of works, in the analyzed period, use the acronym CTS, had the thematic focus Content and Method, High School and Youth and Adult Education (EJA) were the teaching levels/modalities present in most of the studies. works and Applied Research was the most developed in the works analyzed. These results, as expected in a bibliographical research, point out aspects that could constitute objects ofItem Ciência, tecnologia, sociedade e arte como estratégia didática para aplicação da Lei 10.639/03 no ensino de Química em turmas da educação de jovens e adultos(2024-03-08) Aquino, Jhonatan Rafael da Silva; Lima, Analice de Almeida; Alves, Cláudia Thamires da Silva; http://lattes.cnpq.br/1831217277642775; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/7708146705135822In the 21 years since the promulgation of Law 10639/2003 by President Luís Inácio Lula da Silva, there has been a resistance established by public and private schools in applying the legal provisions of this law in their educational curricula. Given this resistance, this work aimed to analyze the contributions of a didactic sequence related to law 10639/03 from the CTS Arte perspective for teaching Chemistry in Youth and Adult Education. The sequence was created with the target audience being students of Youth and Adult Education in the third module. To prepare the sequence, we started from the theoretical assumptions of Oliveira and Queiroz (2013), contemplating: - the choice of a social theme based on a relationship with art; -introduction of a technology; -study and discussion of science and its relationship with technology and society, and -proposing to students the creation of a final scientific-artistic product in the area. The elaborated sequence initially presented a socioeconomic analysis, then a presentation was suggested through the contents of chemistry (scientific knowledge), social issues and artistic elements regarding the composition of vitamins, minerals, carbohydrates, etc. and, finally, creation of artistic activities by students based on the content discussed. The didactic sequence elaborated in this work was guided by the assumptions of the Science, Technology, Society and Arts (CTS-Art) perspective, presenting socio-scientific elements and artistic elements that throughout history we know is a libertarian and fighting instrument in our society, being more an instrument of reflection and struggle in the racist society in which we live.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 Análise de pressuposto da abordagem Ciências-Tecnologia-Sociedade (CTS) na obra Novo Ensino Médio - Projetos Integradores da área de Ciências da Natureza e suas tecnologias - manual do professor(2023-05-09) Lemos, Gilvanete Maria de Oliveira Negromonte Barros; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019In Brazil, with the implementation of the Common National Curricular Base (BNCC) and, consequently, of the New High School, Textbooks needed to change their structure, starting to be organized by areas of knowledge. In this sense, to comply with the National Textbook Plan (PNLD), textbooks in the field of Natural Sciences and their technologies undergo changes. In this context, the research described in this monograph aimed to analyze assumptions of the STS approach present in the book Novo Ensino Médio Projetos Integradores in the area of Natural Sciences and its technologies - a teacher's manual. Therefore, a documentary research was carried out, whose data source was chapter 5 of the respective work. The results indicate that chapter 5 presents educational assumptions of the STS approach, given that aspects related to the Purposes of this approach were identified, according to Strieder and Kawamura (2017), which were: establishing relationships between school scientific knowledge and context; proposition of questions and positions on social issues; and proposition of activities that can contribute to the development of social commitments by students. Therefore, the analyzed chapter of the book on screen has potential for the development of the STS approach in Science and Chemistry teaching. And this result can contribute to research in teaching Chemistry when it comes to the STS approach in New High School and in the textbook around Natural Sciences and its technologies.Item Abordagem Ciência-Tecnologia-Sociedade (CTS) na temática "Revolução industrial e a máquina a vapor: reflexos nas mudanças sociais": uma análise das compreensões de estudantes(2023-04-04) Holanda Junior, Fernando Antônio Guimarães de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8956832183050253In this study, we analyze students' understanding of the relationships between scientific and technological development and their social implications (STS relationships) and of scientific concepts related to the study of gases and the operation of the steam engine. From this perspective, we planned and implemented a pedagogical intervention with a Science-Technology-Society (STS) approach, based on the theme “Industrial revolution and the steam engine: reflections on social changes”, for the study of gases emphasizing the relationships between the variables pressure, volume and temperature. We characterized the research as qualitative, of the pedagogical intervention type, with the participation of an average of 37 students from the 1st year of high school, aged around 15 years, from a reference school in high school in the state network of Pernambuco located in city of Recife, and we conducted four methodological stages, namely: planning of the pedagogical intervention; implementation of the pedagogical intervention; data collect; and data analysis. For data analysis, we considered as a priori categories: students' understandings about the relationships between industrial revolution, steam engine and society; students' understandings about STS relations in the context of the theme “Industrial revolution and the steam engine: reflections on social changes”; and students' understanding of chemical concepts related to the study of gases with emphasis on the relationships between pressure, volume and temperature variables and the operation of the steam engine. From the findings of this research, we can say that the students expressed understandings that they considered both negative and positive consequences of the industrial revolution for society. As for the relationships between scientific and technological development and its social implications, the students, together, presented three ways of understanding: scientific and technological innovations always have an impact on social wellbeing; such innovations do not have repercussions on social well-being, and scientific and technological innovations bring benefits and harm to social well-being. However, few understood, from a scientific point of view, the relationships between the variables pressure, volume and temperature and the functioning of the steam engine based on these relationships.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.