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 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 The methodology for evaluating the works consisted of three categories: Quantity of historical content, approach and quality of historical information.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 Among the books evaluated, some do not present historical content, and those that do, for the most part, are presented in a minimal and unsatisfactory way. In only one of the works does the historical content satisfy, in relation to the inclusion of the history of chemistry in the teaching of acid/base concepts, in addition to the distorted views on science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 Análise da abordagem histórica das transformações da matéria no livro de ciências utilizado em turmas de 9º ano na cidade de Araçoiaba – PE em 2023(2023-09-12) Melo, Camila da Silva; Silva, João Roberto Ratis Tenório da; http://lattes.cnpq.br/2659442558566241Considering the great importance that science textbooks have in the teaching-learning process of science content in basic education, studies and research focused on this material have increased significantly. Considering that science education is not only pedagogical, but also contributes to the formation of critical individuals capable of acting directly in society. An interesting alternative found for this proposal is the teaching of science through the history of science. Thus, this research sought to analyze the historical and epistemic approach of the content of Material Transformations in the 9th grade textbook selected by the public school system of the city of Aracoiaba - PE. The research is qualitative with documentary perspective and the analysis criteria were based on the criteria determined by the National Textbook Program 2020. The content was identified in the book, followed by the analysis and discussion of the criteria proposed in the methodology. Made the analysis it was possible to observe that the book does not meet the criteria established in this research, because it does not make a contextualized approach as the history of chemistry, besides not involving social, political, environmental or technological aspects in the presentation of the content.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 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.Item Abordagem sobre solução química e livros didáticos de Química do Ensino Médio aprovados no PNLD/2018: uma análise a partir do ensino e aprendizagem baseados nas resoluções de problemas(2018-02-22) Costa, Heloiza Helena da Silva; Batinga, Verônica Tavares Santos; Sales, Amanda Maria Vieira Mendes; http://lattes.cnpq.br/7097156673431056; http://lattes.cnpq.br/7759044153725982; http://lattes.cnpq.br/3964151656906564This work aims to characterize the statements of the questions on Chemical Solutions in Didactic Books of Chemistry of Secondary School approved in the PNLD / 2018, according to Freire and Silva (2013), according to the characteristics of Teaching and Learning based on Problem Solving (EABRP); Batinga (2010); Pozo and Crespo (1998) and Lopes (1994). For this, we adopted the following methodological procedure: 1) Bibliographic survey, 2) Selection of research data, 3) Analysis of Questions and 4) Transformation of some Exercises in Problems. The present study is close to a qualitative exploratory level research, and as to the procedure, it consists of a documentary research. For the analysis of the didactic unit on Chemical Solutions, some questions / criteria were elaborated to examine the texts, illustrations and statements of the questions presented in 6 Chemistry textbooks. Then, the statements characterized as exercises according to Lopes (1994) were transformed into potential school-type problems (Pozo and Crespo, 1998, Freire and Silva, 2013). The results showed that: the identification of questions about Chemical Solutions and their analysis indicated that these presented characteristics of exercises, according to Pozo and Crespo (1998) and Lopes (1994): emphasize teaching learning through memorization and repetition of algorithms, without take into account context. After identifying and analyzing these issues, it was sought to transform them into potential problems, that is, by making issues in open statements, removing the guidelines that would facilitate immediate resolution, giving scope for diverse strategies and resolutions, and inserting a context that approximates the statement of the reality of the students (POZO and CRESPO, 1998). Finally, this research led to the insertion of the EABRP to address the content of chemical solutions in high school textbooks, contextualizing different situations, adding themes related to students' daily life, with the purpose of making them able to recognize the chemical content inserted in diverse situations, in order to stimulate the students' cognitive activities during their process of knowledge construction and taking care of the orientations of the NCPs that foresee the formation of critical and active citizens in the resolution of daily problems from scientific knowledge.Item Uma análise do tema chuva ácida nos livros didáticos de Química aprovados no PNLD do ano de 2018(2021-12-22) Silva, Marcio Gomes da; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/3809853408883171The media in general always address scientific novelties and end up creating a de-mand that must be discussed in the school environment, which always imposes a need for updating both on the part of teachers and of the teaching materials used. Among the materials made available in schools is the textbook, mainly from the Na-tional Textbook Program – PNLD, in force since 1996, and the National Book Pro-gram for High Schools – PNLEM, implemented in 2004 It is through these two pro-grams that students from the public education system, whose schools adhere to them, will receive the book free of charge and must return it after the period of use. Such programs are always aimed at improving the quality of teaching and, it is con-sidered necessary to “improve and expand the didactic resources available for the teaching work and for the effective support for the student's intellectual development” (BRASIL, 2005, p. 32). One of the themes that is always explored by the media re-fers to the global warming of the planet, caused by the excess of certain gases in the air, which accentuate the greenhouse effect, acid rain and other environmental prob-lems. Thus, this is a topic that a Chemistry teacher often needs to give special atten-tion to in their classes. In this sense, our objective in this research was to analyze whether the chemistry textbooks approved in the PNLD for the year 2018 bring the theme acid rain and how it is addressed. Qualitative bibliographic research was car-ried out. Therefore, it was possible to consider that the analysis of textbooks allowed us to conclude that the theme of acid rain is approached in a very simplified way, in most of the analyzed books, and in some they are the threads of certain units. It is considered as positive aspects the fact that the theme of acid rain is frequent in the analyzed books. Thus, they point to the real possibilities of a practical approach to this theme, proposed by the textbook.Item O Princípio de Exclusão de Pauli e a tabela periódica: uma análise na coleção dos livros didáticos PNLD 2018(2021-12-20) Silva, Fabrício Ramos da; Soares Neto, Luciano de Azevedo; http://lattes.cnpq.br/7676222115726194; http://lattes.cnpq.br/9045141153947616The Pauli Exclusion Principle says that "there cannot exist in an atom two electrons with the same quantum numbers". Although it seems simple, this principle is one of the most fundamental in quantum physics, being a key part for the understanding of phenomena such as paramagnetism and ferromagnetism and also for the under-standing of the electronic distribution of the elements. Knowing this, the presence of this subject in textbooks is quite relevant, since the electronic configuration of the elements explains the periodic properties and consequently the structure of the peri-odic table. Furthermore, a modern explanation for the construction of the periodic table can contribute to solving the problems related to the decontextualized ap-proaches offered by numerous textbooks. Taking this into account, the work aimed to analyze how the textbooks in the PNLD 2018 collection of chemistry for high school address the Pauli Exclusion Principle. For that, the six books of the PNLD 2018 col-lection were selected, plus one book from a previous collection, in order to know how these literatures approach the subject of the Exclusion Principle from a case study perspective. Only two of the six books presented the Exclusion Principle in their structure, not establishing a direct relationship between the subject and the periodic table. Therefore, it is necessary to develop didactic proposals involving this principle and the elaboration of works contemplating the Pauli Principle in the teaching of chemistry.