Licenciatura em Química (UAST)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/2945
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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Resultados da Pesquisa
Item Webqnano: estratégia de promoção do ensino por investigação num curso de formação de professores de química(2019-12-06) Silva, José Lucena Nunes da; Câmara, Maria Suely Costa da; Nascimento, Hemerson Henrique Ferreira do; http://lattes.cnpq.br/5532203781894397; http://lattes.cnpq.br/9163311260887432; http://lattes.cnpq.br/4579019874007933We are living times singed by fast changes; the rising of new technologies has made information access immediate. Those technologies have been gaining ground in the whole society but especially in school; their open access character as well as their dynamic usage in teaching-learning processes have become patent. With those new digital information and communications technologies (DICT), proposals for strategies based on those kinds of resources are more and more frequent in all modalities and stages of education. Hence, the WebQuest (WQ) is a tool for teachers settle reliable information from the web and conduct guided research activities with their students. In this scenario, we created, implemented and assessed potentialities of a WebQest on Nanosciene & Nanotchnology in a Chemistry teachers training course; the choice for that subject-matter is due to the science-technology assembly significance to that field and because of its influence in contemporary world. During the research process the interventional activities were conducted, in a qualitative approach, with a group of students from the Chemistry Teaching graduate course offered by the Federal Rural University of Pernambuco (UFRPE), at the Serra Talhada campus; regarding the research goals, it is qualified as an exploratory investigation and an evaluative study, to the methodological procedures. When it comes to data collection, it was conducted using a questionnaire, from students’ works and by audiography/transcription from its presentation in an eight class sequence. For data interpretation, we applied Moraes and Galiazzi (2006) Textual Discursive Analysis (TDA) and Rocha (2014) WebQuest adapted Bloom’s taxonomy. According to the results, we could conclude the media we produced had a good acceptance among students and proved to be a suitable pedagogical tool for mobilizing available resources on the web, besides stimulating a kind of inquiry-based learning. In doing so, the WQ strategy also proved to be a good environment for interaction and substantive knowledge construction.Item O processo de elaboração de problemas por licenciandos em química: concepções, sentimentos e a mobilização de atitudes(2019) Alves, Vanessa Ramos; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/4946358936102673Experiments with the methodology of problem solving, during the initial formation of chemistry teachers, can be important for the teacher preparation of these professionals, allowing to exercise a teaching of chemistry consistent with the reality of Students. Also, by solving problems, we can promote the development of conceptual, procedural and attitudinal contents. The present study aimed to analyze the process of elaboration of problems by undergraduate students in chemistry, paying attention to the conceptions, the feelings of the undergraduate students, during the process, and the mobilization of attitudes during the elaboration of the problem. For this, the undergraduate students reported their conceptions through a structured interview, which produced narrative discourses. These discourses were analyzed through narrative analysis, considering the traits of Hermeneutic compositionality, canonicity and violation and referentiality. The feelings expressed by the undergraduate students were identified through testimonies at the end of each lesson in the sequence of problems elaboration and submitted to narrative analysis through hermeneutic compositionality, to define categories of Feelings. The mobilization of attitudes was analyzed based on the elaboration of the problems and the proposition of attitudes, by the undergraduate students, who could possibly be developed by solving the problem. The attitudes were categorized with respect to science, with respect to the learning of science and with respect to the social implications of science. In general, the conceptions present a lot of similarity with theoretical and methodological aspects of problem solving; Feelings revealed a satisfaction in the process of developing problems and the undergraduate students mobilized attitudes in the elaboration of problems, mostly related to the social implications of science. Thus, we believe that the contact of the undergraduate students with the methodology of problem solving during graduation can provide intentions for a possible application of this methodological approach in their future teaching practice.Item Identidade e profissionalização docente: um estudo de caso na licenciatura em Química da UFRPE/UAST(2019) Gomes, Maria Celeste Nogueira Vitorino; Bezerra, Bruna Herculano da Silva; http://lattes.cnpq.br/1039531472437739; http://lattes.cnpq.br/2937962267449475The constitution of the teaching identity has long been studied in the area of human sciences in order to better understand the processes and influences present in this discussion in the training of teachers. In the literature, several authors show that the constitution of identity is influenced not only by the experiences of the initial formation of teachers, but also by experiences and experiences prior to this formative process. The purpose of this monograph is to analyze aspects of the construction of the identity and professional professionalization of undergraduate students in chemistry based on the influences of the supervised stage and / or processes prior to initial training experienced by the subjects in this construction. The study is characterized as a qualitative case study, but with some quantitative data regarding the profile of the participants. A total of 8 chemistry graduates from the Federal University of Pernambuco (UFRPE) at the Academic Unit of Serra Talhada-PE (UAST), at the end of the course, completed the subjects of compulsory traineeships. A semi-structured interview was conducted, individually, with the intention of understanding through the interviews the experiences lived by the participants in various moments of the process of constitution of the identity. The interviews were audio-taped and later transcribed and analyzed based on elements of Content Analysis (BARDIN, 2016). In the results, the thematic analysis pointed to aspects of teacher identity and professional development, from the categories highlighted in the analysis, of which the following stand out: influences and the relationship with teachers, the processes of rupture that lead to decision making in relation to the teaching career. In addition to other aspects evidenced in the analysis of oppositions, of which the following stand out: the inexperience with teaching and the importance of the programs that aid in teacher training were some of the aspects pointed out in the text. These contributions become pertinent to the research because it deals with the experience of these future teachers when involved in this intimate and subjective process that is the constitution of the identity profile and aspects that lead to professionalization.