Licenciatura em Química (Sede)

URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26

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APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso

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Concepções alternativas de estudantes do EJA: transformação química versus transformação física
(2019-12-16) Ferreira, André dos Santos Freitas; Almeida, Maria Ângela Vasconcelos de; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/6832004513675390
Alternative conceptions are ideas that students present about certain phenomena that do not coincide with scientific knowledge. One of the causes of alternative conceptions arising or remaining comes from the use of teaching models that do not confront or do not take into account students' previous conceptions. Such teaching perspectives can be seen in this paper, where we chose to describe the teaching models classified by Cachapuz, Praia and Jorge (2002), because we understand that the arrangement of their models is more complete. The teaching models that precede our teaching by conceptual change are: traditional teaching and discovery teaching. In the traditional model the teacher transmits the contents and the students receive passively, memorably and mechanically. In the discovery model teachers look for practical strategies for students to discover scientific concepts on their own. Our research is based on the conceptual change model, in which we develop strategies to identify and analyze students' alternative conceptions (CA) of chemical versus physical transformations. The target of the research was the students of a state school in Recife, from the Young and Adults Teaching course (EJA). We made use of the experimental activity with simple and easily accessible materials, facilitating students' learning. In the theoretical-practical class, the concepts of chemical versus physical transformations were worked on. Students had the opportunity to reconstruct their conceptions of chemical transformation and physical transformation in accordance with scientific concepts. In the obtained results one can notice advances after comparing the old conceptions of the students and their new ones acquired after the experience of experimental activity and dialogued classes.
A evolução histórica do conceito de elemento químico está presente nos livros didáticos do PNLD 2021?
(2023-05-03) Nascimento, Gleybson Rodrigues do; Almeida, Maria Ângela Vasconcelos de; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/1751589909512790
The main theme of this work is the historical development of the concept of element over time, seeking to understand how this concept has undergone profound changes. We chose the historical evolution of that concept as we recognize that it is fundamental for the evolution of chemistry as a modern and contemporary science. In this sense, we will analyze how the historical context related to the evolution of the concept of chemical element is addressed in high school textbooks. Such an analysis begins with the understanding that the concept has its beginnings in antiquity and undergoes a profound change in the period called modernity. Therefore, we are going to start the historical construction from conceptions of ancient philosophers and scientists in modernity, changing the previous paradigm regarding the concept of element. Therefore, the main objective of this work is to identify whether high school book collections use the historical development of the concept. For this, four books were chosen from six different collections of the High School PNLD 2021, to check if there is historical coherence about the concept of element and the way they are presented. Finally, thanks to the analysis of these books, the results indicate that the concept of chemical element present in high school books is still essentially traditional, since this conceptualization is done in an isolated way, with little or no historical approach, even if the concept (its definition) is correctly specified.
A interdisciplinaridade nos trabalhos de educação química e ensino de ciências apresentados nos Anais do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) no período de 2007 a 2017
(2019-02-18) Silva Filho, José Roberto de Sousa; Almeida, Maria Ângela Vasconcelos de; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/9060519064280273
This paper presents an analysis of the productions of the National Meeting of Research in Science Education (ENPEC), from 2007 to 2017, focused on interdisciplinarity in the areas of Chemistry Teaching and Science Teaching about propositions or descriptions of activities. carried out in order to characterize the constructions in the methodological and pedagogical scope. With the main objective of characterizing the methods approached according to the works of Olga Pombo (2003) and Yves Lenoir (1998), thus describing the typology of interdisciplinary proposals. As much as Brazilian official documents point to the need for a contextualized and interdisciplinary approach to address the deficiencies caused by the fragmentation of knowledge, in order to better educate students in the light of contemporary civilization, which needs more comprehensive solutions to respond to problems. modern, we observed that few articles have characteristics pointed as important by researchers dealing with interdisciplinarity. Many of the published articles aim to help in the choice of themes, methodologies and the importance of this approach, but the number of contributions from didactic sequences, projects, and activities is low, which shows that most of the works are related to the intellectual production of these procedures. It emphasizes action, as well as a large number of papers that discuss and help teachers to include interdisciplinarity in undergraduate courses. The results indicate that there is an evolution in relation to the works produced in the interdisciplinary area, and that the questions about the quality of these productions help in the future proposals.
Proposta de sequência de ensino-aprendizagem utilizando história da ciência no ensino médio: a radioatividade e a presença feminina no campo das ciências naturais
(2022-10-20) Silva, Divanny Costa da; Almeida, Maria Ângela Vasconcelos de; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/4610850502108327
Este trabajo buscó desarrollar una secuencia de enseñanza-aprendizaje sobre la radiactividad a partir del trabajo de Marie Curie, y promover a los estudiantes una visión menos androcéntrica acerca de la ciencia. Para construcción y desarrollo de esta secuencia nos orientamos por las concepciones teorizadas por Mehéut y Psillos, donde buscó promover el entrelazamiento de las dimensiones epistémica y pedagógica por medio de la Historia de la Ciencia (HC) como estrategia metodológica capaz de favorecer en el proceso de enseñanza-aprendizaje. A partir de esto fue elaborado cinco actividades asociadas a la evolución histórica, que propone disertar sobre la historia de la radiactividad a partir del importante trabajo de Marie Curie, comprendiendo el fenómeno, los efectos, riesgos y beneficios de la radiactividad en la sociedad. Se concluye que la propuesta de secuencia puede posiblemente contribuir significativamente al proceso de enseñanza aprendizaje contraponiéndose a una visión de ciencia a-histórica, lineal, descontextualizada, que sigue corroborando para el borrado femenino, así disminuyendo los impactos causados por el patriarcado. Además, propicia el desarrollo del saber científico pautado en la contextualización de ciencia socialmente construida.
A superação do flogístico: uma aventura de RPG
(2013-04-30) Silva, Alexsandro Alberto da; Almeida, Maria Ângela Vasconcelos de; Amaral, Ricardo Ribeiro do; http://lattes.cnpq.br/7704136680001681; http://lattes.cnpq.br/7841487134333019; http://lattes.cnpq.br/2011377431714562
This study aims to analyze the use of a didactic game, the Role Playing Game (RPG), the teaching of the history of chemistry, Kuhn and philosophical perspective of science in the eighteenth century, in an attempt to improve the teaching-learning students, and parallel interaction promotes student-student and teacher-student classrooms Chemistry. Educational games are used as motivators and facilitators of the teaching and learning of scientific concepts. We emphasize that the purpose of this feature is not restricted to the memorization of the subject by the student, but search lead him to thinking, reflection and hence (re) construction of knowledge. The RPG adventure is experienced in live action form, titled "Overcoming the Phlogiston Theory: the caloric disguised" and is based on two philosophies that guide the construction of eighteenth-century science, empiricism and rationalism, and that epistemological century, with a priori reasoning (deduction) or rational and posteriori (induction) or experimental, and the twentieth century, in a Kuhnian view of science, conceiving that moment as a milestone in the history of chemistry of the eighteenth century and, therefore, there was a chemical revolution with its large representative Antonie Laivoisier, discoverer of oxygen, according to this epistemological perspective, the fact that still today is debated who was its discoverer, if Scheele, Priestley and Lavoisier, due to the crisis caused the current paradigm, the phlogiston theory. For the application of the game was chosen a class of sixth period of Degree in Chemistry, Federal Rural University of Pernambuco, which were divided into two groups, a defender of the phlogiston and other caloric, used the game and answered questionnaires probing. The results showed that the game contributed to a better understanding by the students of the historical significant that permeated the discovery of oxygen for chemical science, exploring students' conceptions in this context, and some students have achieved the learning objectives expected.