TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Resultados da Pesquisa
Item Em busca do Césio-137: uma proposta lúdica para o ensino de radioativade(2022-09-20) Lima, Ariane da Costa; Simões Neto, José Euzébio; Barbosa, Leandro José; http://lattes.cnpq.br/3815549830656148; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/2701795586493198Chemistry is one of the subjects that make up the students' curriculum and plays a fundamental role in enabling the individual to understand the phenomena that exist in their daily lives. However, it is one of the subjects that presents the greatest difficulty, mainly due to the need for abstraction, especially in the teaching of radioactivity, leading to a lack of interest and demotivation among students, as they are unable to attribute a relationship between the contents and their reality in the world. Therefore, there is a need to add, in the teaching and learning process, new methodologies that favor the student's recovery and interest in learning Chemistry. The use of games has proven to be a great pedagogical resource to minimize such difficulties, as they make it possible to work on any content in a pleasurable way, based on leisure and fun. Thus, with the aim of bringing Chemistry closer to students, we developed and validated a didactic board game of the Agon/Alea type, called “In search of Césium-137”, which presents as a context the radioactive accident in Goiânia/GO, for application in a 3rd year high school class, in order to immerse the student in a scenario rich in information, based on the famous local accident, so that we could evaluate the potential of the game in the process of teaching and learning radioactivity content, from validation following the criteria structured by Nowak and Souza. After application, in validation, we realized that the game proved to be efficient, as students actively participated in the entire process, demonstrating enthusiasm and cooperative attitude, in addition to meeting the criteria of Interaction between players, Dimension of learning, Gameplay, Space and time limitation , Application, Challenge and Creativity. Furthermore, our results converge with the observations found in the literature, corroborating the ability of games to improve content enjoyment. Furthermore, the proposed material managed to fulfill its role, both in the playful and educational dimensions, promoting moments of relaxation, interaction and effective learning of the specific content.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 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 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 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 Análise de uma intervenção didática na perspectiva da abordagem Ciência-Tecnologia-Sociedade (CTS) para a educação de jovens e adultos(2021-03-04) Falcão, Estevan de Almeida; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/5322772246997348In this monographic work, we obtained the objective of analyzing a didactic intervention, elaborated from the perspective of the Science-Technology-Society Approach (CTS), and developed in Youth and Adult Education (EJA).For this, we carried out a qualitative research, with the participation of students from the third in the EJA of High School in the Chemistry class, and we followed seven methodological steps, the saber: observation of the classes; development of the unstructured interview; elaboration of the questionnaire; Application of the questionnaire; didactic intervention planning; application of didactic intervention; data analysis. We analyzed the didactic intervention in its respective moments, considering the aspects related to the characteristics of the teaching process, the activities / used, the resources / curricular materials and the CTS relations that were usual. In order to highlight the results of this research as possible contributors to research in the area of teaching of Chemistry, in particular, for research related to the implementation of the CTS Approach in the teaching of Chemistry. However, we can say that not all moments of the didactic intervention presented characteristics expected for pedagogical practices with CTS Approach.Item Os Simpsons como recurso didático digital no ensino de Química para abordagem do conteúdo de radioatividade(2019-12-16) Silva, Adalto Floro da; Firme, Ruth do Nascimento; Sousa, Felipe Leon Nascimento de; http://lattes.cnpq.br/7839505726111397; http://lattes.cnpq.br/7234636790850019The new information and comunication technologies (ICTs) can help to improve the chemistry teaching, turning the discipline more atractive and encoraging the students, because this technologies are inserted in his daily. In this perspective, we used ICTs inserted on the tangential learning, that occur when scholar contents, for example, were discussed in classroom, without explicit the intention to teaching. Faced with different ICTs, we opted for videos in this research, more specifically, videos from the television series The Simpsons as a digital didactic resource for approaching radioactivity content. Therefore, our objective in this study is to propose didactic activities for the teaching chemistry on radioactivity content from episodes of The Simpsons in the perspective of tangential learning. The study was conducted from four methodological steps: selection of episodes of the television series; description of episodes with potential for content approach Radioactivity; analysis of the episodes described for the identification of radioactivity themes / content aspects; and elaboration of didactic activities for chemistry teaching on radioactivity content from episodes of the series The Simpsons, based on the perspective of tangential learning. The results of this study indicate that the selected episodes have the potential to address current controversial issues / aspects about radioactivity, such as contamination versus irradiation and environmental contamination (episode 1 Homer the Farmer), contamination versus irradiation with a focus on applications, (episode 2 File S), and the disposal of radioactive material, nuclear accidents, and mutations and natural selection (episode 3 The three-eyed fish) and that the teaching proposals elaborated from these episodes may help the learning process in perspective tangential about radioactivity.Item Cintilação líquida aplicada à determinação de radionuclídeos em água(2019-07-19) Nascimento, Hewerton Jonh Ferreira do; Gomes, Maria José de Filgueiras; http://lattes.cnpq.br/0060810526769648; http://lattes.cnpq.br/8043143575661502