Licenciatura em Química (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/26
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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3 resultados
Resultados da Pesquisa
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 A utilização do método de Feynman no processo de ensino-aprendizagem do conteúdo de soluções para alunos (as) do ensino médio em uma escola da rede privada do município de Recife(2023-04-17) Albuquerque, Elaine Lins dos Santos; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/4410292056278415This research aimed to analyze the feasibility of using the Feynman method in the teaching-learning process for appropriating content solutions, as an active study methodology. In this perspective, the methodological path presented 5 stages, these stages are based on the exploration of the methods that students use to study, as well as on the Feynman study technique and they were: Application of the questionnaires, presentation of the content and of the Feynman method, application of the Feynman method by the students and reapplication of the questionnaire. We analyze how the particular form of study that the subject chooses directly affects the actual acquisition of knowledge, in this way, we apply with students a method of building knowledge and learning it by teaching it to someone else, called the Feynman Method, using the content of solutions. We believe that the study with the Feynmam Method can help in the process of teaching the content of solutions, as with any other content, however, it is necessary that the technique be carried out in a complete way in order to reach the expected result, which is the learning, which was possible to verify in this research, in relation to the content of solutions. We concluded with the results a considerable improvement in the adequacy of the scientific terms and increase of the vocabulary referring to the content. We hope that this new strategy will provide students with a more pleasant and motivating view of chemical science.Item Abordagem sobre solução química e livros didáticos de Química do Ensino Médio aprovados no PNLD/2018: uma análise a partir do ensino e aprendizagem baseados nas resoluções de problemas(2018-02-22) Costa, Heloiza Helena da Silva; Batinga, Verônica Tavares Santos; Sales, Amanda Maria Vieira Mendes; http://lattes.cnpq.br/7097156673431056; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3964151656906564This work aims to characterize the statements of the questions on Chemical Solutions in Didactic Books of Chemistry of Secondary School approved in the PNLD / 2018, according to Freire and Silva (2013), according to the characteristics of Teaching and Learning based on Problem Solving (EABRP); Batinga (2010); Pozo and Crespo (1998) and Lopes (1994). For this, we adopted the following methodological procedure: 1) Bibliographic survey, 2) Selection of research data, 3) Analysis of Questions and 4) Transformation of some Exercises in Problems. The present study is close to a qualitative exploratory level research, and as to the procedure, it consists of a documentary research. For the analysis of the didactic unit on Chemical Solutions, some questions / criteria were elaborated to examine the texts, illustrations and statements of the questions presented in 6 Chemistry textbooks. Then, the statements characterized as exercises according to Lopes (1994) were transformed into potential school-type problems (Pozo and Crespo, 1998, Freire and Silva, 2013). The results showed that: the identification of questions about Chemical Solutions and their analysis indicated that these presented characteristics of exercises, according to Pozo and Crespo (1998) and Lopes (1994): emphasize teaching learning through memorization and repetition of algorithms, without take into account context. After identifying and analyzing these issues, it was sought to transform them into potential problems, that is, by making issues in open statements, removing the guidelines that would facilitate immediate resolution, giving scope for diverse strategies and resolutions, and inserting a context that approximates the statement of the reality of the students (POZO and CRESPO, 1998). Finally, this research led to the insertion of the EABRP to address the content of chemical solutions in high school textbooks, contextualizing different situations, adding themes related to students' daily life, with the purpose of making them able to recognize the chemical content inserted in diverse situations, in order to stimulate the students' cognitive activities during their process of knowledge construction and taking care of the orientations of the NCPs that foresee the formation of critical and active citizens in the resolution of daily problems from scientific knowledge.