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 Concepções de professores de Química do estado de Pernambuco sobre a autonomia e autodidatismo na educação básica(2021-12-23) Campos, Évany Kelly da Silva; Campos, Ângela Fernandes; Santos, Giselle Maria Nanes Correia dos; http://lattes.cnpq.br/0295353071625877; http://lattes.cnpq.br/9400764965904535; http://lattes.cnpq.br/0459756346294765De acuerdo con David Tavares, en el siglo XXI comenzó una evolución ontológica llamada ontogénesis, surgida debido a las nuevas tecnologías. Esta evolución, denominada homo cyberneticus, es de gran interés para la educación, y de ella surge el autodidacta. Para que surja la autoeducación es necesario que el alumno se convierta primero en un alumno autónomo, libre, proactivo, curioso, protagonista de sus conocimientos, etc. Se cree que para fomentar la autonomía, la escuela debe trabajar con metodologías activas, siendo ABRP una muy eficaz para ello. Este trabajo tiene como objetivo investigar aspectos de la autonomía autodidacta y estudiantil desde la perspectiva de los profesores de química del sistema escolar público en el Estado de Pernambuco. La investigación se realizó con un enfoque cualitativo, que consistió en la construcción y aplicación de un cuestionario, utilizando Google Forms (cuestionario online) como vehículo para construir las preguntas y recibir las respuestas. Los encuestados fueron cuatro profesores que enseñan clases de química en el sistema de escuelas públicas del Estado de Pernambuco. Como resultado, los docentes entrevistados conceptualizan y diferencian entre autonomía y autodidactismo; creen en la posibilidad de que los estudiantes de secundaria sean autónomos y autodidactas, incluso en el componente curricular de química; reconocen el uso de las denominadas metodologías activas como fomento de la autonomía y el autodidactismo y están de acuerdo en que ABRP es una estrategia interesante para este desarrollo.Item Experimentação problematizadora no ensino da química: um estudo sobre ácidos e bases(2022-10-13) Arruda, Andréa Leão de Lima; Amaral, Edenia Maria Ribeiro do; http://lattes.cnpq.br/5241130686153506; http://lattes.cnpq.br/4606492867425823This work aims to analyze a problematizing experimentation proposal on acids and bases applied in a chemistry classroom, searching for promoting conceptual construction by students. For the theoretical discussion, we based discussions on: chemistry teaching, problematizing experimentation in the teaching-learning process, acids and bases. In the methodology, a didactic sequence was organized throughout 3 (three) pedagogical moments, namely: initial problematization, organization of knowledge and application of knowledge. Among others, an experimental problem-solving activity was carried out on acids and bases, using a red cabbage indicator, as it contains a substance called anthocyanins that present a characteristic color in specific acid or basic environment, allowing the identification of this property in relation to the analyzed substances. This study was carried out in a class of the 3rd year of a public High School, a reference school in education of the state of Pernambuco, located in Recife city. The approach of problematizing experimentation on acids and bases, in the classroom, contributed to the teaching-learning process, starting from the rising of the students' alternative conceptions on the concepts until the understanding of the scientific concept involved.Item Impacto ambiental: uma proposta metodológica para o ensino de ciências numa perspectiva argumentativa com o uso de resolução de problema e do jogo didático Salve o rio(2022-06-03) Amorim, Caroline Vitória Alves; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0816099485845957The present work is based on presenting the contributions of the didactic game “Salve o Rio” as a strategy in the science teaching-learning process in elementary school, since several studies elucidate the difficulties the students show in having the discipline contents appropriated, demonstrating the need to develop alternative teaching methodologies. The purpose of this work was to evaluate the use of the game “Salve o Rio” as a methodological strategy, in order to stimulate the interest and motivate students on the topic of environmental education. The study was developed and applied with 9th grade students from a municipal school in the city of Recife-PE, whose classes had previously addressed the content of Environmental Education, adding up to 24 students. The interaction between the students, the teacher/student relationship and the way the teams argued at the time of application of the game were observed. It was seen that the cooperative character among the participants and the mood of enthusiasm and involvement in the execution of the game increased. As for the educational process, the didactic game “Salve o Rio” was characterized as an auxiliary tool for science teaching.