TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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18 resultados
Resultados da Pesquisa
Item A experimentação no ensino de Química: análise de uma proposta de sequência didática para o ensino do conteúdo de metais pesados(2024-09-27) Lima, Isabela Januario de; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919Chemistry and the knowledge it provides are extremely important for humanity since its beginning. Learning it provides the students comprehension about the most variable chemical transformations that happen around us. Teaching Chemistry can be challenging for various teachers that have troubles in getting attention from its students for this science, since it has very abstract characteristics and of tough comprehension. In this regard, practical pedagogics are needed to help catch the students’ attention on this science, and one way of achieve that goal is by practical experiments. The general goal of this research was to analyze a didactical sequence utilizing the experimentation as a methodology strategy for the teaching about the Heavy Metals. The utilization of practical activities in the teaching of Chemistry shows as a good strategy to simplify and enthrall the students in the process of learning so that they can articulate the theoretical concepts with practical experiments. This research shows the analysis of a didactical sequence about of using practical experiments when teaching about Heavy Metals. It shows the benefits that practical activities brought while learning the subject, as well the development of scientific abilities. The acquired data were analyzed in an articulated way along with the authors of the theoretical foundation under a qualitative perspective. The tools utilized were two questionnaires, one applied before the experimental activity, and a problem situation to conclude activities carried out afterwards. The research brought many positive outcomes, as a bigger participation of the students and a better comprehension of the same about the Heavy Metals and their characteristics. The engagement and curiosity about this specific subject and about clothes questions that involves chemistry in the experimental part of this science. In conclusion the experiment is one strategy that provides an improvement in the process of teaching and contributes to a bigger engagement of the students in the class, stimulating the curiosity of this science.Item 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 O que chamamos de produto natural? análise de sentidos e significados atribuídos a conceitos químicos ao longo de uma sequência didática contextualizada(2024-03-05) Albuquerque, João Paulo Araujo de; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/6109325346299515The abandonment of common sense knowledge, treated as an obstacle by scientists, does not represent the goal of civic education, as it is a knowledge developed through subject-subject and subject-world relationships, even though the product of these complex interactions may be a naive understanding of reality. Therefore, it is necessary for students to establish a critical relationship between the worldview they bring with them and the scientific knowledge acquired. In light of this, a didactic sequence (DS) was carried out with the instrumental aid of contextualization of knowledge present in the area of Natural Products Chemistry and folk medicine. The results indicate that students attributed different meanings to the term "natural product," with three general meanings distributed at different moments of the DS. The first meaning reveals that students have the idea that natural products are chemicals extracted from nature and beneficial to health. After discussing the social and historical importance of natural products, students come to establish that natural products are chemical substances produced by living organisms and not necessarily beneficial. However, students resist relating that the same substances can be produced in a laboratory. This meaning was modified after contextualizing chromatographic techniques and the preparation of extracts used in folk medicine, which required scientific concepts such as substance, mixture, purity, and chemical transformations. Students established that natural products are substances found in the form of mixtures and established that the different medicinal properties of the extracts result from the different compositions of the mixtures obtained.Item Sequência didática sobre o estudo químico das drogas: uma abordagem contextualizada para o ensino de funções orgânicas(2024-03-07) Bomfin, Flávia Barros do; Simões Neto, José Euzébio; Silva, Leiliane Alves da; http://lattes.cnpq.br/7921207915607413; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/1968699659499222This research sought to propose a didactic sequence to provide theoretical and practical support for educators in approaching the theme “Drugs” in the Chemistry classroom. The Chemistry discipline taught in schools continues, at times, to be organized through traditional pedagogical perspectives, focusing on the idea of transmission-reception and without considering the process of knowledge construction by the student. Furthermore, we have teaching focused only on conceptual aspects, definitions of law and memorization of isolated content. In this way, thinking about students as social beings and with the purpose of using contextualization as a necessary tool for the transposition between scientific knowledge and school knowledge, we present a proposal for a Didactic Sequence (SD) based on a generating theme of a social nature , drugs and prevention of their abusive use, associated with the introduction of organic functions. Faced with the growing use of illicit drugs by young people, schools must play a fundamental role in preventing and adequately addressing this issue. Many educators may be anxious about what to do in the classroom when the subject is drugs, resulting from a lack of preparation during their initial training, ignored in most undergraduate courses. In this sense, we opted for a descriptive approach methodology, with DS based, from an epistemological and pedagogical point of view, based on the Three Pedagogical Moments (3MP), which is characterized by the existence of three important stages, the Initial Problematization, the Organization of Knowledge, and the Application of Knowledge. As a starting point, we present an initial view of the theme “Drugs” and subsequently exemplify and address specific aspects of certain drugs and the organic functions present, based on the recognition of the functional group. The theme “Drugs” allowed for a broad exploration, enabling students to acquire knowledge about Chemistry and develop skills that help to form critical and reflective citizens.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 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 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 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.