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
Navegar
10 resultados
Resultados da Pesquisa
Item O uso do Instagram como um recurso facilitador no ensino de Química para o Ensino Médio(2023-09-11) Lopes, André Bezerra Amorim; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872The broad development of Information and Communication Technologies (ICT) and, later, Digital Information and Communication Technologies (TDIC), in Education has made significant advances, making the teaching and learning process more effective and efficient. Such technologies have also allowed students (users in general) to access information and resources more quickly and easily, learn in a more collaborative and personalized way, and develop skills for the 21st century. Social networks have become popular among young people, most of them are registered on at least one of them. Instagram has presented itself as an educational resource for teaching Chemistry shared by profiles of teachers and science enthusiasts. Given this range of shared digital material, the following research presented aims to analyze the Instagram profile @quimica.massa through an explanatory qualitative approach as a resource to facilitate the teaching of Chemistry in High School through the use of memes, images and videos that accompany the subjects covered in the classroom.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 Validação de jogos digitais para o ensino de química: análise dos protudos da iniciativa MEC RED(2022-06-09) Bruce, Ênio Dikran Vasconcelos; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/2478144275654238Faced with the difficulty and lack of interest on the part of students regarding the Chemistry discipline in High School, the use of digital games as a motivational factor for the teaching and learning processes of scientific concepts has been gaining space within the classrooms due to the issue of creation of a link between playfulness and formal contents. In this context, the objective of this work was to analyze and validate the use of six digital games for teaching Chemistry developed by the V-lab UFPE, aiming at a better learning of contents associated with the Physical Chemistry subject, an integral part of school Chemistry, by the High School students. Investigating the benefits made possible by the experience with the games from the analysis using criteria available in the literature, as well as the discussion based on suggestions for improvements for the products. It is worth noting that the process of creating and choosing digital games that can be used in the classroom is challenging for teachers. Positive results associated with the use of this tool are due to the way in which the teacher idealizes and monitors such activity.Item 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/4610850502108327Este 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.Item Influência do desconforto térmico no espaço intraescolar no processo de aprendizagem(2021-12-23) Caminha, Vitória Praciano Karst; Costa, Veridiana Alves de Sousa Ferreira; http://lattes.cnpq.br/8623894938993142; http://lattes.cnpq.br/9482529082487484The learning process can be affected for many reasons, both internal as external to the subject. In this work, we reflect about the thermal discomfort in the intraschool space and your influence in the learning process of students. Specifically, we find to investigate the factors which constitute the thermal discomfort, analyse the relation between the thermal discomfort and the learning process of students and reflect about solutions which can help the school management in order to minimize possible problems of learning process. It is about a qualitative research of theoretical nature, where through a work of literature review about the topic covered, we moot about how the thermal conditions of a classroom can interfere on the teacher's performance and the learning process of students. Also we covered the study of the Givoni’s Psychrometric chart for understanding obtaining methods of thermal comfort on indoor spaces and study of the thermal comfort, for what be known your influence on cognition. The reflections indicated that when a thermal ambient does not situate in a comfort zone, there are compromises in the learning process, that is why the measuring of the air temperature and humidity are important to intervene when these conditions are not at an adequate level. From that, we suggest measures that can be taken by school management in order to search methods the reduce de thermal discomfort in the intraschool space, jutting the importance of dialogued and “mediated” management in the search for an ambient conductive to learning process, including a comfortable and appropriate ambient from a thermal viewpoint.Item Instagram e ensino de Química: análise de alguns perfis destinados a abordagem de conhecimentos químicos na rede social(2022-06-06) Oliveira, Ana Beatriz Silva de; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/2474572588511667The use of the Internet and social networks is increasingly widespread, especially among young people, while traditional teaching methods become less efficient, as they do not motivate students. Based on this relationship, this work aims to: (i) analyze the dynamics of Instagram profiles management aimed at approaching Chemistry, aiming at conceptual discussion, and (ii) evaluate the potential of some publications present in the feeds of these profiles for the learning chemistry concepts. We seek to answer the following research problem: does Instagram have the potential to contribute to the learning of Chemistry? As a theoretical reference, the work addresses three main topics: scientific dissemination, internet and social networks and social networks and the teaching of chemistry, to better understand the role of the scientific disseminator in society, what are the impacts that social networks cause on people and what are the main contributions to the teaching of Chemistry when linked to scientific dissemination and these networks. Then, we present the view of some teachers on the use of social networks in education, in which we realize that they support the use and report the need for training so that networks are properly considered, so that they can contribute to teaching. . The methodology follows a qualitative approach and is divided into four stages, namely: selection of profiles to be analyzed, questionnaires with those responsible for the profiles, analysis of the last twenty publications of each profile, bringing a detailed discussion of how their publications contribute to the Chemistry learning, and, finally, a general analysis, in order to compare and indicate how each one can be used in the learning process. Seven profiles that address Chemistry on Instagram were selected, and in four of them, we obtained answers to the questionnaire. From the analysis, we can understand how profiles are managed, what are their main motivations, difficulties and the process of preparing publications, based on the perceptions that each profile has of the preferences of its followers. Then, we analyzed the last twenty publications of each profile and it was possible to conclude that the analyzed profiles have the potential to contribute to the learning process. We point out, in the stage of general analysis of the profiles, how publications can be used in Chemistry classes, considering the possibilities of reviewing concepts, curiosities that relate Chemistry and everyday life, and the use of "memes" for moments of playfulness in the classroom. Chemistry classes. Finally, we conclude that Instagram has the potential to contribute to the learning of Chemistry, however, for this and other social networks to be used, it is necessary to work with teachers on the means for such use, aiming at a qualification for the use of networks in education.Item Energia, substância e vida: como os jogadores de videogame (gamers) entendem esses conceitos?(2022-05-30) Barbosa, Leandro José; Simões Neto, José Euzébio; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/3815549830656148Conceptual Profiles were thought of by Mortimer as a way to model the heterogeneity of thinking in Science classrooms and, over the decades, came to rely on a theoretical and methodological framework that allows thinking of the proposal as a theory of learning, the Theory of the Conceptual Profiles. The proposition of conceptual profiles, theoretical and methodological reflections and applications in the classroom configure the most usual paths of investigations in this research program, however, more recently, some works focus attention on ways of thinking and ways of speaking related to communities of practice, groups that share the same interests. Thus, we situate the present work in this perspective, presenting the general objective, to analyze the emergence of the zones of the conceptual profiles of Energy, Substance and Life in images and in videos of classic video games, which were presented to three gamers, with different relationships with the Natural Sciences, which work in different institutions, but which are part of the same community of practice. Based on a semi-structured interview with the participants, we sought to analyze the emergence of ways of thinking about such concepts, based on their ways of speaking, when placed in specific situations of the games, based on the situations presented, images and short excerpts from games, displayed on video. In the analyses, we seek to associate the ways of speaking with the ways of thinking that are characteristic of the zones of each of the conceptual profiles considered. We perceive the emergence of several areas of the highlighted conceptual profiles, associated with each of the presented contexts, in game situations, taking into account the pragmatic value of each way of thinking. Still, we consider the proposal as a possibility to broaden the understanding of fundamental concepts in Science, in situations outside the classroom, expanding the directions for the research program in conceptual profiles.Item Percepção dos discentes na disciplina de química sobre o jogo Twister Químico(2018-02-28) Lima, Jéssika Karina Correia de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/8906852001453757The purpose of this work is to show the application and inclusion of the twister chemical didactic game that was inspired by a twister commercial game and that served as an instrument of play activity used in the teaching of chemistry. The game was validated in a group of the 6th period of full degree in chemistry of the Federal Rural University of Pernambuco in the discipline of didactics. Before the application occurred a revision class regarding the subject that the game approached, then the application where all the students participated and soon after a data collection took place through a questionnaire where the criteria of the validation were defined as: Time of application, rules, appropriateness and understanding of the content and motivation of the game. The results were satisfactory, since the licensees evaluated in a positive way that the game could be applied as an instrument for a didactic strategy in the teaching of chemistry.Item Avaliaçâo de aprendizagem: concepções e aplicações(2018) Nascimento, Mirleidy Esterfani Oliveira do; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919The objective of this research was to analyze the conceptions of some authors about the process of evaluation of learning. This theme was built in order to raise the concepts, approaches and conceptions of evaluation defined by some authors based on reports of experiences and research focused on approaches educational assessments. Where they conceptualize and justify the concept of evaluation according to several factors that intercede and influence in this process. Another factor that made me raise this theme is an experience report where I was able to experience the evaluation process as regent teacher of discipline, being able to have the vision of how the process is seen from the position that was offered to me and also I had the opportunity to follow the process where the students seek to recover the necessary score, in view of the search for “promotion” or egress in the next school year. The methodology developed was a theoretical type of literature review. We conclude in this investigation that the researched authors have a differentiated view about the evaluation in the educational learning process. And with that it was possible to have an expanded view regarding the methodologies used in the construction of the evaluation process.Item Ludicidade e ensino de química: as contribuições do Programa de Educação tutorial(2018) Pereira, Marília Elizabeth Pinto Gomes; Silva, Jadson Augusto de Almeida da; http://lattes.cnpq.br/8289890758877693; http://lattes.cnpq.br/8798775448927366This research had as general objective to identify which are the contributions of the Program of Tutorial Education for the teaching of chemistry in a ludic perspective. And, as specific objectives: to reflect on the actions of the Tutorial Education Program for the teaching of Chemistry in Basic Education; to reflect on the actions of the Program of Tutorial Education for the training of students of the course of Chemistry and to list the main academic productions on the teaching of chemistry in basic education in a ludic perspective. The research was done through documentary analysis and bibliographic review. The conclusions are that the main contributions of the Tutorial Education Program for Teaching Chemistry in a ludic perspective are the following: to contribute to the initial training of students of the Degree in Chemistry in order to make the access to the contents more attractive and contribute to disseminate the content in basic education through extension activities.