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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6 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 Sequência didática sobre o estudo químico das drogas: uma abordagem contextualizada para o ensino de funções orgânicas(2024-03-07) Bomfin, Flávia Barros do; Simões Neto, José Euzébio; Silva, Leiliane Alves da; http://lattes.cnpq.br/7921207915607413; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/1968699659499222This research sought to propose a didactic sequence to provide theoretical and practical support for educators in approaching the theme “Drugs” in the Chemistry classroom. The Chemistry discipline taught in schools continues, at times, to be organized through traditional pedagogical perspectives, focusing on the idea of transmission-reception and without considering the process of knowledge construction by the student. Furthermore, we have teaching focused only on conceptual aspects, definitions of law and memorization of isolated content. In this way, thinking about students as social beings and with the purpose of using contextualization as a necessary tool for the transposition between scientific knowledge and school knowledge, we present a proposal for a Didactic Sequence (SD) based on a generating theme of a social nature , drugs and prevention of their abusive use, associated with the introduction of organic functions. Faced with the growing use of illicit drugs by young people, schools must play a fundamental role in preventing and adequately addressing this issue. Many educators may be anxious about what to do in the classroom when the subject is drugs, resulting from a lack of preparation during their initial training, ignored in most undergraduate courses. In this sense, we opted for a descriptive approach methodology, with DS based, from an epistemological and pedagogical point of view, based on the Three Pedagogical Moments (3MP), which is characterized by the existence of three important stages, the Initial Problematization, the Organization of Knowledge, and the Application of Knowledge. As a starting point, we present an initial view of the theme “Drugs” and subsequently exemplify and address specific aspects of certain drugs and the organic functions present, based on the recognition of the functional group. The theme “Drugs” allowed for a broad exploration, enabling students to acquire knowledge about Chemistry and develop skills that help to form critical and reflective citizens.Item Os principais acontecimentos da química orgânica: uma revisão da literatura(2024-02-19) Souza, Thaysa Gabryelly Oliveira Santos de; Oliveira, Ronaldo Nascimento de; Guimarães, Bruna Martins; http://lattes.cnpq.br/8039374118267678; http://lattes.cnpq.br/9071551767043294; http://lattes.cnpq.br/2123178319020140The history of organic chemistry is a fascinating narrative that spans centuries, marked by crucial discoveries, theoretical advancements, and fundamental transfor-mations in the understanding of organic matter. For this work, a literature review was conducted through books, dissertations, theses, and articles to identify, present, and comprehend the key events in organic chemistry. It can be asserted that organic chemistry began in the 19th century with Wöhler's synthesis, who successfully pro-duced urea from inorganic substances. In the 19th century, understanding of com-pounds significantly expanded, thanks to the contributions of August Kekulé and Archibald Scott Couper. Kekulé's valence theory was particularly significant as it suggested that carbon atoms could form multiple bonds and create complex chains. In the 20th century, notable advancements occurred in the field of organic synthesis and molecular modeling. The discovery of organometallic compounds, in addition to catalysts, enabled chemists to make strides in synthesis, contributing to the devel-opment of new materials and medicines.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 Cálculos de química quântica para funções orgânicas(2022-10-05) Silva, Yuri Antonio Fortunato da; Bastos, Cristiano Costa; http://lattes.cnpq.br/6385190604693576; http://lattes.cnpq.br/9340189446066073Organic-physical chemistry is an area that can contribute to the development of new compounds and the understanding of chemical reactions and processes based on quantum chemistry calculations. One of the concepts addressed in this area is the structure-activity relationship of a functional group, an atom or grouping of atoms connected in a specific way in a molecule, providing reactivity and specific chemical and physical properties. Based on this, this work has the general objective of classifying organic functions through intrinsic properties of functional groups with the increase of the carbonic structure. With the aid of molecular computational models, properties were obtained for the following organic functions, in an attempt to classify them: alkanes; alkenes; alkynes; carboxylic acids; aldehydes; ketones; esters; amines and amides. Some of the properties calculated were: Total electronic energy; molar volume; Energy of the HOMO and LUMO orbitals; gap HOMO-LUMO; Kinetic energy of the HOMO and LUMO orbitals; Ionization Energy; Electroaffinity and Electronegativity. The Ionization Energy properties; Electroaffinity and Electronegativity were obtained indirectly from other properties. It was observed that some properties are more satisfactory in the classification of some organic functions. Furthermore, it was possible to establish mathematical relationships that show a pattern for different organic functions: alkanes, carboxylic acids, esters, aldehydes, ketones and amides. However, for alkenes, alkynes and amines another pattern of behavior was noted. Furthermore, the classification of organic functions is more suitable using the energies of the HOMO and LUMO orbitals. In addition, other properties are also good candidates, such as Electronic Energy, Ionization Energy, Electroaffinity and Electronegativity. Finally, alkenes, alkynes and amines had a greater prominence due to having unique behaviors for many calculated properties.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.