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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18 resultados
Resultados da Pesquisa
Item O modelo de ensino híbrido rotação por estações no ensino de funções orgânicas: uma proposta didática para o ensino médio(2024-10-03) Barbosa, Lucas Matheus Ferraz; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/5299531115847633The application of Active Methodologies, Blended Learning Models, and digital technologies aims to increase student engagement and interest, enabling a more attractive and captivating learning process, while fostering their autonomy as protagonists of their own educational development. Active Methodologies (AM) allow the teaching of chemistry, specifically Organic Functions, to be innovatively related by combining in-person and digital activities that encourage student autonomy and engagement. Adopting the blended learning model, this work seeks to explore the integration of AM and digital technologies to enable the understanding of complex concepts, by developing a didactic proposal for teaching Organic Functions in high school based on the Station Rotation Model. To achieve the proposed objective, theoretical research was conducted through two methodological stages: literature review on the theoretical foundations of the research (stage 1); and proposal of a didactic plan (stage 2). The proposed didactic approach was organized into two phases: Activity proposals for lessons on organic functions (Phase 1) and the application of the Station Rotation model (Phase 2). Phase 2 was structured around five stations, which included various activities, such as computer simulations, gamified quizzes, building molecular models with accessible materials, and technological resources using software like MolView and PhET. It is hoped that the implementation of this didactic proposal will significantly contribute to overcoming the traditional difficulties faced by students in understanding abstract and complex content related to Organic Functions, as well as the discussions on Active Methodologies and Blended Learning Models in teacher training, encouraging changes in pedagogical practices in the teaching of Chemistry.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 Utilização de aplicativos de realidade aumentada para a construção do conhecimento químico(2024-03-08) Melo, Katiuska Genuino de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6359559341539892Digital Information and Communication Technologies (DIT) stand out in the area of Education, contributing to different pedagogical practices, configuring themselves as a viable alternative for teaching and learning processes. Among the various TDIC, Augmented Reality (AR) has stood out in recent years as a promising Digital Teaching Resource. AR is a resource that can be used in chemistry classes, as it is an integration of virtual elements with the real world, becoming a promising resource for the three-dimensional exemplification of complex molecules and atoms, in addition to a variety of possibilities for teaching Chemistry content. The present research aims to develop and use strategies for implementing AR applications in Chemistry Teaching. To this end, qualitative participant research was carried out with first-year high school students to address the subjects: Atomic Models, Periodic Table and Chemical Bonds, developed in four methodological stages. Initially, we sought to analyze the limits and possibilities regarding the use of the Augmented Reality Digital Didactic Resource (RDD) in Chemistry Teaching and then propose teaching strategies based on Active Technological Learning (ATA) which seeks to promote the construction of chemical knowledge through the application of emerging technologies, such as AR applications, as an effective teaching approach. The intervention carried out with the students was also analyzed in order to describe the possible advantages and disadvantages of its use. The results show that the use of AR technology has the capacity to provide a 3D and dynamic view of what students and teachers previously only observed in 2D statically in books and pictures, and can contribute to substantial, differentiated and dynamic learning, awakening the imagination and students' interest when it starts to be used as a digital teaching resource, associated with mobile learning through Active Methodologies.Item Revisão bibliográfica sobre a implementação da Lei 13.415/17: desafios, mudanças, impactos e dificuldades frente ao novo ensino médio no ensino de química(2023-09-20) Barros, Celmalice Vicente Oliveira; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919The educational system in Brazil has undergone several historical transformations since the arrival of the colonizers. The secondary education reform, promoted by Law nº 13,415 of 2017, sought to face challenges such as school dropout and low results in evaluations. This reform brought significant changes, such as curriculum flexibility and an increase in the annual workload from 800 to 1400 hours. The training itineraries allowed students to choose areas of interest, such as Languages, Mathematics, Nature Sciences, Human Sciences and Technical and Professional Training. However, there were intense debates about the implementation of the reform. In this research, our goal is to analyze the conceptions of some authors about the implementation of Law 13.415/17 and what are the challenges and difficulties facing the New Secondary School in Chemistry Teaching. This monograph is theoretical, a bibliographical research was carried out on the implementation of Law 13.415/17. The results indicated that the Brazilian Society of Chemistry (BSC) expressed concerns, highlighting the possible reduction of specific contents such as Chemistry, as well as the lack of structure in public schools to support the changes. Teachers and specialists also raised concerns about teacher training and inequality between public and private schools. The reform of secondary education reflected the search for adequacy to social demands and the labor market. Despite the modernization intentions, its implementation faced challenges, such as the need for continuous teacher training and the guarantee of equal opportunities for students from different contexts. Such findings show that the reform sought to innovate Brazilian secondary education, but also generated debates about its implications for the quality of education and educational inequalities.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 Química no SSA/UPE: análise das questões sob um olhar de documentos oficiais brasileiros(2023-09-21) Santos, Mechele da Silva; Simões Neto, José Euzébio; Cruz, Maria Eduarda de Brito; http://lattes.cnpq.br/0040724703642654; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/0778447069651912The University of Pernambuco's Serial Assessment System (UPE) has become one of the main assessment processes for admission to higher education in Pernambuco. We understand that the evaluation process is inseparable from pedagogical practice, due to this relevance this research has the general objective of analyzing the Chemistry issues of UPE's SSA, observing probable curricular and structural approximations of the event along with official documents and the methodological aspects of chemical knowledge , in the range of years 2013 to 2024. Having broad relevance as the number of registrants only grows annually and presented, in the year 2023, its first change to the SSA 1 test, where now the questions must directly encompass the guidelines on knowledge scientific linked to specific competencies and skills, as guided by the National Common Curricular Base (BNCC). The methodology for this research focused on analyzing the I. chemical knowledge present in the questions and in the candidate manual; II. The amount and main content charged; III. Analyze the structural aspects and the presence of mass culture in the issues; IV. Aspects about chemical knowledge are related to the contextual and conceptual form through Jonstone's levels of chemical knowledge, which are symbolic, microscopic and macroscopic; V. Analyzing the conceptual aspects of chemistry. The document research carried out covers the quantitative and qualitative form of analysis and considering all phases of selection following careful reading and categorization, we can verify the levels of chemical knowledge, according to Johnstone's triplet, the structural aspects, focused on the use of mass culture , the conceptual aspects, observing whether the questions establish relationships between chemical and social knowledge, based on the prevalence or homogeneous division of content, as well as the levels of chemical knowledge and conceptualization, according to the skills and abilities suggested by the BNCC. Thus, we realized that some contents stood out in frequency over others, and that unfortunately mass culture is still little addressed in the issues and its low frequency covers the SSA1 questions. From the data analyzed, the questions according to the triplet, we observed that the level of symbolic knowledge encompassed eighty-one questions, we believe because it focused on symbols, chemical equations and formulas. We also note that the conceptualization related to chemistry in the industry included eighty of the questions. We also observed that several specific skills can be easily identified in the 2023 SSA1 questions. Thus, we can observe that the preparation of chemistry questions in the Serial Assessment System has been undergoing variations conforms not only to official documents, but also to the direct influence of society and its needs.Item 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/1751589909512790The 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.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 Análise de pressuposto da abordagem Ciências-Tecnologia-Sociedade (CTS) na obra Novo Ensino Médio - Projetos Integradores da área de Ciências da Natureza e suas tecnologias - manual do professor(2023-05-09) Lemos, Gilvanete Maria de Oliveira Negromonte Barros; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019In Brazil, with the implementation of the Common National Curricular Base (BNCC) and, consequently, of the New High School, Textbooks needed to change their structure, starting to be organized by areas of knowledge. In this sense, to comply with the National Textbook Plan (PNLD), textbooks in the field of Natural Sciences and their technologies undergo changes. In this context, the research described in this monograph aimed to analyze assumptions of the STS approach present in the book Novo Ensino Médio Projetos Integradores in the area of Natural Sciences and its technologies - a teacher's manual. Therefore, a documentary research was carried out, whose data source was chapter 5 of the respective work. The results indicate that chapter 5 presents educational assumptions of the STS approach, given that aspects related to the Purposes of this approach were identified, according to Strieder and Kawamura (2017), which were: establishing relationships between school scientific knowledge and context; proposition of questions and positions on social issues; and proposition of activities that can contribute to the development of social commitments by students. Therefore, the analyzed chapter of the book on screen has potential for the development of the STS approach in Science and Chemistry teaching. And this result can contribute to research in teaching Chemistry when it comes to the STS approach in New High School and in the textbook around Natural Sciences and its technologies.