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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5 resultados
Resultados da Pesquisa
Item O uso de atividades experimentais como auxílio no processo de ensino-aprendizagem das funções inorgânicas ácidos e bases(2024-09-09) Gomes, Felipe Albuquerque; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/6876895388867911This research aims to analyze the use of experimental activities in the teaching-learning process of the inorganic functions of acids and bases, using alternative materials from students' daily lives. The research was carried out in a 1st year high school class. The methodological approach adopted was qualitative, which included the application of expository classes and experimental practices, with the subsequent application of a questionnaire to assess students' understanding of acid and base content and experimental activities. The results demonstrated, therefore, that the integration of experimental activities in teaching the functions of inorganic acids and bases not only facilitated the understanding of these concepts, but also promoted a more engaging and effective learning environment. We conclude that experimentation as part of the educational process strengthens the relationship between theory and practice, allowing students a deeper and more applied understanding of the contents studied, in addition to contributing to more effective and motivating learning, facilitating the understanding of abstract concepts and promoting students' interest in the subject of Chemistry.Item Abordagem da história da Química nas teorias ácido base nos livros didáticos do PNLD 2018(2023-09-20) Ferreira, Gabrielly Simões; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2558554946002483The concepts of acids and bases are of great interest in chemistry, however, the approach to this topic is being seen in a distorted way without considering the context of its development, which ends up causing generalizations in its understanding, which causes a misunderstanding of these concepts. by the students. One of the main generalizations is the approach found in textbooks, which do not take into account the historical context in which these concepts were inserted, thus, the importance of evaluating the history of science in Chemistry textbooks is worth considering as a way of aiding teaching. of these concepts. Acids and bases have been known since antiquity and, over time, scholars tried to define them, a consequence of which were the great scientific contributions to the sciences, such as those of Boyle, Joseph Black, Lavoisier, and many other names, until reaching the most current definitions for acids and bases. Therefore, the objective of this work is to evaluate the inclusion of the history of Science in the content of acids and bases in the PNLD 2018 Chemistry textbooks. The methodology for evaluating the works consisted of three categories: Quantity of historical content, approach and quality of historical information. In addition to analyzing four criteria: anecdotal stories; linearity, absence of the broader historical context and consensuality. Among the books evaluated, some do not present historical content, and those that do, for the most part, are presented in a minimal and unsatisfactory way. In only one of the works does the historical content satisfy, in relation to the inclusion of the history of chemistry in the teaching of acid/base concepts, in addition to the distorted views on science appearing frequently in the LDQ of the PNLD 2018. The PNLD points to the history of Science as a fundamental characteristic that must be included in textbooks, however, this does not occur satisfactorily and, despite there being broader definitions regarding the topic, Arrhenius' definitions are the most used or the only one covered in PNLD chemistry textbooks. 2018.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 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 Sequência didática investigativa para o estudo dos conceitos de ácido e base em aulas de Química no Ensino Médio(2022-06-10) Silva, Brenda Paula Valerio Miranda da; Batinga, Verônica Tavares Santos; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/6438480756714283This work analyzes the development of an investigative didactic sequence (SDI) on acid-base, aimed at students of the 3rd year of high school, which aims to promote the active participation of students and help them in learning difficulties about these concepts, faced in the period of the COVID 19 Pandemic. The sequence was developed considering some stages of research teaching, such as: presentation and resolution of a contextualized problem, elaboration of hypotheses, seeking the passage from manipulative to intellectual action, in relation to the construction process knowledge and problem solving by students, and the construction of new explanations to solve the problem. The planned activities were constituted as a data collection instrument, and the students' productions as a record for data analysis, which were analyzed based on analytical categories, elaborated from the chemical knowledge about acid and base, and aspects of teaching by investigation. The results show that most students had an understanding more grounded in school scientific knowledge, about the concepts worked during and after the development of SDI. It is concluded that the use of an investigative didactic sequence to address the topic of acid and base, was configured as an efficient didactic strategy for the process of knowledge construction by students, in Chemistry classes.