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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7 resultados
Resultados da Pesquisa
Item Avaliação de aplicativos de Química: uma investigação através do Modelo de Avaliação de Aplicativos Educacionais(2024-03-01) Oliveira, Vanessa Silva de; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872The presence of Digital Information and Communication Technologies (DIT) in education has grown significantly over the years. This growth can be seen mainly in the frequent use of smartphones and tablets in the classroom, and in the number of applications (apps) for educational purposes available on digital platforms. For the teaching and learning of Chemistry, and specifically the subarea of organic chemistry, the contributions that help the understanding of this Science are unlimited, based on the visualization and interaction provided by the available applications. However, for a conscious and objective use of this tool, it is necessary that the teacher knows how to administer it in a structured way to achieve positive results in the students' learning process. Thus, the present work aims to develop a new model based on technical and pedagogical aspects, existing in evaluation models of Digital Educational Games (DEG) incorporating Bloom's Taxonomy, in addition to analyzing Organic Chemistry applications (Apps). available for free on the Google Play® platform. To achieve this, the methodological path consists of 4 steps: 1) Survey of organic chemistry applications available on Google Play® through the latent corpus; 2) Survey of models and evaluation instruments for educational digital games on the Google Scholar platform; 3) Development of a model for evaluating apps; 4) Analysis of chemistry applications found in the latent corpus, according to the model for evaluating the proposed applications. The results show that there is a diversity of organic chemistry applications, as well as JED assessment models, contributing to the development of the Educational Application Assessment Model (EAAM), composed of categories and requirements that make up technical and pedagogical aspects found and adapted from the DEG models analyzed. Furthermore, based on the EAAM produced, we analyzed Organic Chemistry applications, identifying characteristics that can be used in teaching chemistry, including: quiz characteristics, good technical functioning, levels of complexity in the content, among others. Finally, research indicates that EAAM has the potential to assist teachers in choosing applications available in application stores, given its focus on technical and pedagogical aspects that influence student learning, in addition to being able to be used for the construction of new applications in different areas, in addition to Chemistry teaching.Item Em busca do Césio-137: uma proposta lúdica para o ensino de radioativade(2022-09-20) Lima, Ariane da Costa; Simões Neto, José Euzébio; Barbosa, Leandro José; http://lattes.cnpq.br/3815549830656148; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/2701795586493198Chemistry is one of the subjects that make up the students' curriculum and plays a fundamental role in enabling the individual to understand the phenomena that exist in their daily lives. However, it is one of the subjects that presents the greatest difficulty, mainly due to the need for abstraction, especially in the teaching of radioactivity, leading to a lack of interest and demotivation among students, as they are unable to attribute a relationship between the contents and their reality in the world. Therefore, there is a need to add, in the teaching and learning process, new methodologies that favor the student's recovery and interest in learning Chemistry. The use of games has proven to be a great pedagogical resource to minimize such difficulties, as they make it possible to work on any content in a pleasurable way, based on leisure and fun. Thus, with the aim of bringing Chemistry closer to students, we developed and validated a didactic board game of the Agon/Alea type, called “In search of Césium-137”, which presents as a context the radioactive accident in Goiânia/GO, for application in a 3rd year high school class, in order to immerse the student in a scenario rich in information, based on the famous local accident, so that we could evaluate the potential of the game in the process of teaching and learning radioactivity content, from validation following the criteria structured by Nowak and Souza. After application, in validation, we realized that the game proved to be efficient, as students actively participated in the entire process, demonstrating enthusiasm and cooperative attitude, in addition to meeting the criteria of Interaction between players, Dimension of learning, Gameplay, Space and time limitation , Application, Challenge and Creativity. Furthermore, our results converge with the observations found in the literature, corroborating the ability of games to improve content enjoyment. Furthermore, the proposed material managed to fulfill its role, both in the playful and educational dimensions, promoting moments of relaxation, interaction and effective learning of the specific content.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 Mandacaru radioativa: uma proposta de gamificação no Google Forms para o ensino de Química(2022-10-10) Silva, Alane Conceição Leite e; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2965802485781762The teaching of Chemistry is sometimes seen as very complex by students. Regarding the teaching of Radioactivity, there is an even greater deficit, since it is a content that is usually present at the end of the books, causing the unavailability to use the theme in the classroom. In this sense, using different methodologies so that the teaching and learning process is more effective can be an alternative. One of the alternatives can be gamification. Gamification fits as an active methodology and is used in the educational environment to promote greater motivation, participation and engagement in students. From this, the objective of this work was to build a gamified activity for the content of Radioactivity contextualized for High School. For this, qualitative research was carried out in four stages. In the first stage, a bibliographic review was carried out covering the main aspects about the work on gamification in the teaching of Chemistry. The second stage consisted in the construction of the Gamified Activity (GA) based on the literature review. In the third stage, the application of AG was carried out in high school classes. And, in the fourth stage, the analysis of students' perceptions about AG was carried out. Data collection was carried out through questionnaires, interviews and simple observations, and data analysis was performed based on Active Technological Learning (ATA), Revised Bloom's Taxonomy, and gamification assumptions. The results show that only eight articles discussed gamification in Chemistry teaching and that only one article involved the content of radioactivity and gamification. In addition, in the analysis of the articles, the main elements of the games used that contributed to the construction of the gamified proposal entitled “Mandacaru Radioativa” were observed. Regarding the results obtained through the application of the activity, it was identified that gamification can directly influence the effective learning of students, since it promoted greater participation, engagement and autonomy of the participants, being one of the main characteristics to be obtained through the ATA linked to gamification. With this, it is believed that this type of activity can be used not only in physical classrooms, but anywhere and at any time, requiring only internet access, which suggests its potential to contribute to an active teaching of students, expanding their perceptions about the teaching of Chemistry.Item “Comprando Ésteres” - elaboração e validação de um jogo para o ensino de funções orgânicas(2021-07-16) Fontes, Felícia Lacerda de Oliveira; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/3085049999114161This work aimed to analyze the game “Buying Esters” as to its potential for teaching organic functions from the validation with pairs carried out by Chemistry teachers. We took as a starting point an initial game proposal, developed in a discipline of the Chemistry Degree course at the Federal Rural University of Pernambuco (UFRPE), we carried out an initial review of the structure and rules of the game, and then we applied it in a remote format. due to the COVID-19 pandemic, with nine Chemistry teachers in activity or in the final stage of initial training. The proposed intervention included a questionnaire of prior conceptions, application of the game via the Google Meet tool and a questionnaire with the participants after the application was carried out. We seek to validate the game based on criteria available in the literature, namely: interaction between players, learning dimension, gameplay, application, challenge, spatial and temporal limitations and creativity. Finally, we made some modifications to the proposal, in order to meet the validation criteria that were not included in the applied proposal. We conclude that the game “Buying Esters” the proposal has potential for effective learning about Esters, including the properties and everyday use of compounds belonging to this organic function. Through data analysis, we realized that the game was validated in all criteria listed in the methodology and available in the scientific literature on games and recreational activities in science teaching.Item Proposta de um jogo didático intitulado Trilha do Fogo para o ensino de reação de combustão(2021-03-09) Viana, Eugênio Santana; Batinga, Verônica Tavares Santos; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/1530132254676601This presents the development of a Didactic Game entitled "Fire trail" to approach the content of Combustion Reactions, aimed at students of the 1st year of high school, due to the need to plan and introduce ludic didactic strategies in Chemistry classes. This game consists of a questionnaire that aims to diagnose students' previous conceptions about combustion reaction and the steps that make up the didactic game based on theoretical criteria established in the literature, such as: cooperative, board and card games, rules set, puzzle, quiz game, accessories and roll and move. The aim of this game is to provide effective participation and student engagement, interaction between student-students and student-teacher, and the mediation of the teacher in the different moves for the collective construction of the chemical knowledge of combustion reaction.Item Chemstories: uma proposta lúdica com muita imaginação, suspense e Química!(2022-06-02) Souza, Keyla Dayane Rodrigues; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/2243457699504406By having a high abstraction’s degree, require spatial and mathematical reasoning and the approach, predominantly centered on teaching by transmission, Chemistry is, for the student, one of the most difficult school subjects. So, it seems necessary to us, among other actions, to choose activities that have the potential to arouse interest, which is a great challenge, especially in specific situations, such as youth and adult education, night school and, more recently, the reality of emergency remote teaching. Therefore, it is necessary for the teacher to seek the introduction of didactic strategies that enables a more atractive Chemistry’s teaching, including those that are able to place students in an active role. In this scenario, working with recreational activities, especially games, is increasingly gaining space in classrooms and research groups in Chemistry teaching, as it is an essentially motivating and attractive instrument, which can provide learning in a pleasant and spontaneous way. Through games, students awaken autonomy, creativity and concentration, essential aspects to effectively learn scientific concepts. If these activities are applied frequently, an environment is established in which taking pleasure in studying Chemistry is something natural and facilitates the understanding of the syllabus. Thus, this work aims to present ChemStories, a didactic game to be applied in schools, and in other spaces or areas, with the objective of bringing chemistry closer to students, motivating and developing learning. Based on Black Stories, a popular and macabre commercial game (stricto) with lots of suspense, fun and imagination, we present in this text how the ChemStories elaboration process took place, keeping all the mystery of the original cards and adding the Chemistry knowledge section, present on the back of the cards, with the aim of scientifically explaining what happened in the plots of the stories. We discussed the game when applied, for the first time in Higher Education, remotely due to the COVID-19 pandemic, then in a class of 9th grade of Elementary School, in hybrid teaching and, finally, with the 3rd year of high school, in a fully face-to-face manner. ChemStories proved to be efficient, as the students actively participated in the entire process. It seems to us that activities like these are necessary and Chemistry is present in our daily lives in activities that we do not even realize.