03.1 - Graduação (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2926
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Item Análise da transposição didática do conteúdo de ligação iônica no contexto do ensino médio do Sertão do Pajeú(2019) Lima, Marcelo Igor dos Santos; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/1823615287816932The present research had the objective of analyzing the external and internal didactic transposition of the ionic bond content in the context of High School in the Sertão do Pajeú. The notion of didactic transposition, proposed by Yves Chevallard (1991), consists of a process in which knowledge is submitted to a set of modifications, from the academic sphere (knowing wise) to the school environment, in two stages: external (resulting not knowing to be taught) and internal (resulting in the knowledge taught). The research is haracterized asqualitative and was developed in two high schools in the city of Serra TalhadaPE. In this work, the external phase of the transposition was initially analyzed, observing the modifications that the knowledge is submitted to the classroom for the ionic content, investigating the following elements: dessincretization, repersonalization, recontextualization, programmability and publicity. The technique used for data collection was the Bardin Content Analysis (2010). Next, we try to analyze the internal phase of the transposition, observing how two teachers didaticamente transposes the content inside the inner walls of the classroom, analyzing the elements of didactic transposition mentioned above. For the analysis of the elements of the transposition, we are based on the proposal of Brito Menezes (2006), Neves (2009), Guimarães (2009) and Melzer (2012). From the analysis of the external phase of the transposition, we notice that the noosphere follows a pattern in the presentation of the content, associating the ionic bond stabilization with the octet rule, which is a biologically aged content (LIMA et al., 2018) in the students' learning, as Bodner (1991), Taber (1994) and Toma (1997) affirm. Regarding the analysis of the internal phase of transposition, we noticed that teachers usually follow exactly what is proposed in textbooks, which sometimes present concepts far too far from wise knowledge, and ends up transposing this information to the students in a teaching process and learning. From this, it was possible to identify all the elements in the external and internal phase of the transposition, and we emphasize the importance of the teacher in maintaining an epistemological vigilance, in order to reduce the distance between the three spheres of knowledge, transposing information more coherent with the which is scientifically stated, for students.Item Planejamento de uma sequência didática sobre termoquímica com abordagem sociocientífica baseada no perfil conceitual de energia(2019) Silva, Leiliane Alves da; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/7921207915607413This monographic research sought to plan a didactic sequence on the content of thermochemistry with an approach in Socio-Scientific Aspects (ASC) based on the conceptual profile of energy. The concept of Energy was chosen for this work because it is a content that is worked in High School, and for presenting different representations and uses, as by the use of the word energy in scientific, school and common sense contexts. We believe it is necessary to consider, in the teaching and learning of the concept of energy, the plurality of ways of thinking, associated with the ways of speaking, attributed to this concept. In this sense, our methodological path was developed in four distinct stages: trend analysis of the last five editions of ENEQ on the content of thermochemistry; structured and unstructured interview with two primary education teachers from Serra Talhada-PE; methodological reference for the elaboration of a Case Study (CE) and methodological reference for proposing a didactic sequence. Regarding the trend analysis, we observed that research in this area is quite diverse and has contributed much to the teaching of chemistry, even though most present discussions about Science - Technology - Society (CTS). The second stage was carried out in two moments: the first one made it possible to identify in the first question the modes of thinking associated with the interviewees' speeches, showing the zones of the conceptual profile of energy, while the second stage included the other questions in a descriptive way, the different teaching techniques and the difficulties associated with understanding the concept of energy, as well as identifying the different ways of thinking about this concept. In the third step, we seek to structure, in a case study, situations and examples mentioned by one of the teachers interviewed, as well as to relate with the ASC. And, finally, for the proposition of the didactic sequence, we take into account the proposed zones of the conceptual energy profile, which were important during the elaboration of the stages of our sequence. As well as the difficulties encountered in the work related to the execution or preposition of sequences and / or didactic instrument on the concept of energy in the teaching and learning of the thermochemistry content, as well as works focused on the conceptual profile, use of EC in the event investigated and the difficulties mentioned by teachers regarding the teaching and learning process of this concept. Throughout the activities, we seek the use of approaches that we consider important for the teaching and learning process and which go beyond the conceptual approach, which is normally used. The use of ASC, the different ways of thinking about the conceptual profile of energy, the difficulties related to the work that dealt with this type of approach and mainly difficulties encountered by the teachers of basic education made possible the construction of a case study. Based on the great researchers in these approaches and the desire to cover important issues for the development of more critical citizens, such as social, environmental and technological issues, and during the course and development of this work, we made some considerations.