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
Navegar
3 resultados
Resultados da Pesquisa
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.Item Análise das contribuições de um estudo de caso abordando controvérsias históricas para as discussões sobre natureza da ciência na formação inicial de professores de química(2019) Lima, Cicera Gondim de; Silva, Cristiane Martins da; http://lattes.cnpq.br/1000796161353860Many researches in the field of chemistry teaching point out the importance of including the history of science in scientific disciplines. Certainly, the teaching of the history of science not only helps in understanding about science and its development, but also the way students will express themselves, exposing their opinions. Thus, this paper aims to analyze the contributions of a case study containing historical controversies on the theory of valence for discussions about the nature of science. For that, a case study containing a historical controversy on the development of valence theory was applied in a History of Chemistry class of the UFRPE / UAST Chemistry undergraduate course. In addition to the case study, which was filmed, in order to analyze the discussions carried out by the licensees, an initial and final questionnaire was also applied in order to verify the students' knowledge. The results indicate that the case study favored some discussions about the nature of science to emerge during case discussions, which indicates the historical case study as a good strategy for discussions about science.