01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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42 resultados
Resultados da Pesquisa
Item Proposta de uma sequência didática para o ensino de eletroquímica: biossensor como ferramenta de intervenção didática no processo de ensino-aprendizagem(2020-11-05) Silva, Suzi Batista da; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710; http://lattes.cnpq.br/2869555050306545To mitigate the main difficulties encountered in the teaching and learning process, methodologies are proposed with a focus on didactics more focused on research, investigation and experimentation actions, which may provide more active strategies from the didactic and pedagogical point of view, facilitating the participation of the student. student in this process. The contents in electrochemistry have been frequently pointed out by high school teachers and students as one of the subjects that represents great difficulties in the teaching - learning process. In view of the difficulty exposed, this research aimed to develop a didactic sequence to alleviate the learning difficulties in teaching electrochemistry using the biosensors as input. The teaching methodologies proposed for the study of the concepts about galvanic cells (batteries) involve practical experimental activities through investigation and problem solving (problem situation). For this purpose, it was proposed to use the functioning of electrochemical biosensors as a didactic tool for conceptual knowledge applied to electrochemistry. In this way, the use of specific methodologies for teaching chemistry promotes significant results, allowing the student to reflect and resolve the contradictions of problematic situations as a resource in the construction of concepts, making the student's learning process effective.Item Contribuições e limitações de uma intervenção pedagógica sobre a questão sociocientífica derrame de óleo nas praias do Nordeste na alfabetização científica e tecnológica de estudantes(2020-10-01) Farias, Robson Almeida Monteiro de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/6038725990836198In this paper we aimed to analyze contributions and limitations of a pedagogical intervention, on the SSI Oil spill on the beaches of the Northeast, in the STL of students in Chemistry Teaching. From this perspective: we analyze STL levels of students; we evaluated the SSI’s characteristics mobilized and identified relationships between the STL levels of students and the SSI’s characteristics mobilized. We developed the research in a state public school located in the municipality of Olinda, Metropolitan Region of Recife, with the participation, on average, of thirty students of a class of the 2nd grade of high school, aged between 14 and 19 years, and we follow theoretical-methodological assumptions of the pedagogical intervention research type. The following methodological steps were developed: planning and development of pedagogical intervention; and data analysis. From the analyses, we highlight as contributions of pedagogical intervention the development of the level of practical STL; the level, in part, of civic STL; and the mobilization of some of the SSI’s characteristics mobilized, such as: approaching students to real situations; contextualization of content; and discussion of different aspects. However, limitations of pedagogical intervention were identified, among which we highlight the fact that the guiding issues did not contribute, for example, to the approach of aspects related to NoSaT, which may have reflected in the fact that we did not identify the development of the level of cultural STL by these students.Item Uso de modelos na abordagem de geometria de sólidos cristalinos: experiência vivenciada na monitoria de Química Inorgânica L1(2021-07-12) Aciole, Rayane Cristine Gomes; Barros, Ivoneide de Carvalho Lopes; http://lattes.cnpq.br/5272867419216787; http://lattes.cnpq.br/2384434357313163The objective of this work is to study crystalline solid structures using low-cost molecular models from a sequential didactic intervention. This research was executed out during the academic monitoring period in order to improve the understanding of students about inorganic chemistry subject in the chemistry course. This work followed a pretest-posttest design on chemical bonds and solid structures, before and after the didactic intervention. The participants were 19 undergraduate students from a 4th period college chemistry course. The results obtained previously indicated that the students' understanding of chemical bonds was regular. Regarding questions about solid 90% of the students' answers were categorized as unsatisfactory. In the didactic intervention, the concrete models was built with Styrofoam balls and wooden sticks by the students. Then, non-tradicional classes and oral activities were applied. With the results of the post-test it was observed the students were able to use and visualize the built models as a tool to learn concepts of crystalline solids. At the end of the process, all students evaluated the methodology used as positive. Therefore, this study showed that the use of concrete models is an effective strategy for teaching solid structures. Finally, this research indicated that it is necessary to devote more time to teach the concept about chemical bonds within this theme and also others in Chemistry for a better understanding of this content.Item Impactos de um processo de formação docente, fundamentado na racionalidade prática, na alfabetização científica e tecnológica de licenciandos em Química: um estudo de caso(2019-12-12) Miranda, Raphaela Dantas; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/7681050703890574It is in the context of the applications and implications of science and technology in society that the need for citizens' Scientific and Technological Literacy (STL) was highlighted. In this perspective, the objective of this research was to analyze the impacts of a teacher training process, based on practical rationality in the STL of Chemistry degree students. It was assumed that the process of initial formation of Chemistry teachers, based on practical rationality, can contribute to the STL of these future teachers, since this type of rationality considers practice as a place of reflection for the production of knowledge, as, knowledge related to the Nature of Science and Technology, an essential component of STL. For this purpose, this research: 1) had the participation of eight undergraduate students in Chemistry who were taking the Instrumentation for Teaching Chemistry II (ITC II) discipline, curricular component of the 7th period of the course's curriculum matrix; 2) followed as methodological steps: presentation of the research objectives to the undergraduate students followed by reading and signing of the informed agreement term; application of the COCTS with Chemistry degree students enrolled in the discipline of ITC II in the second semester of 2018 - before the development of the training process; reapplication of COCTS with graduates in Chemistry after the referred process and data analysis; 3) adopted qualitative and quantitative data approaches. From the analyzes carried out, evidence was found that the training process contributed to the undergraduate students’ STL, however, it did not guarantee the development of adequate conceptions of Science, Science-Technology relationship, Technology-Society relationship and Science Epistemology. Therefore, these results corroborate the need to return of the attention to teacher training, more specifically, to the initial training of Chemistry teachers, when we assume STL as a cultural need for citizens of contemporary society and as one of the objectives of teaching sciences, and more particularly, the teaching of Chemistry.Item Contribuições e dificuldades do estágio supervisionado obrigatório na Licenciatura em Química da UFRPE: um olhar dos licenciandos ao longo do processo formativo(2020-10-19) Morais, Rafaela Sales; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/7067572650938131In undergraduate courses, supervised internships are mandatory curricular components that aim at teaching-learning related to didactics-pedagogical, providing the graduate with participation in real life and work situations, for this reason it is essential to evaluate what contributions and difficulties the students of the Chemistry Degree course of the Universidad Federal Rural de Pernambuco (Federal Rural University of Pernambuco) face, during the period designated for their mandatory supervised internship. Among the main aspects that were evaluated, we mention the school (internship field) and the educational institution. To achieve this objective, a qualitative research was conducted for data collection, in which questionnaires were used, these being the main information for data collection for this study. In addition, research aimed at theoretical contribution was carried out in order to improve the understanding of the conception of supervised internship and its contributions to students over the years. Thus, the present study had as object of study, the graduates enrolled in the discipline that corresponds to the last supervised internship of the curriculum and/or students who finished this curricular component. This criterion, in relation to the choice of this group was due to the accumulation of experiences obtained in the interval of two years taking into account that in total there are four internships, being one subject (internship) per period (semiannual), for this reason their opinion about the experiences lived would be more complete, since they have already gone through all the internships provided in the curricular matrix for the undergraduate course. Therefore, the chosen group would bring the contributions and difficulties experienced in a longer time interval in a more consolidated way. Through the data analysis it was possible to observe the importance of supervised internship for undergraduate students and the hard work of the teaching practice. Moreover, it is worth mentioning the change in the view of graduates in relation to internships, in the present times, they occupy a fundamental part of their teacher education. The greatest relevance of this was due to the very change of conception of undergraduate students, since for them, today internships are extremely necessary, quite different from years ago when theory and practice were separated and practice was done only to respond to legal requirements.Item Propostas didáticas na abordagem Ciência-Tecnologia-Sociedade (CTS) para o ensino de Química a partir de tecnologias sociais(2021-03-08) Silva, Paula Priscila Monteiro da; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/1991208361955032Item Análise dos rumos da abordagem Ciência-Tecnologia-Sociedade (CTS) a partir de um estudo bibliográfico de teses e dissertações no Brasil(2021-03-04) Noberto, Nathalia Félix; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019This work aim to analyze theses and dissertations about the science- Technology- Society (STS) interaction in chemistry teaching, published during the years of 2015 until 2019 in Brazil. A bibliographic research in database of CAPES was made considering the years of 2015 until 2019 from keys words as: “STS approach”, “chemistry teaching”. The methodologic development followed three steps: bibliographic survey, data organization and data analysis. Was considered on analysis the assumptions of Bardin's Content Analysis. From analysis results, we can Highlight the fact that the quantitative of the theses and dissertations published decreased on the years of analysis period, most of theses and dissertations developed were empirical research, most of theses were published on South and Southeast of Brazil and most of the dissertations were published on Northeast. The target of this theses is the education of teachers, and about dissertations is the high school. The results of this research contribute to the investigation and studies about the STS approach in the teaching of chemistry, give that the point to aspects developed in theses and dissertation and also to aspects that have not been explore or that are still incipient among them, as we can mention the development of theoretical research that supports the epistemological and/or pedagogical bases of the STS approach.Item A abordagem Ciência-Tecnologia-Sociedade (CTS) no ensino de Química na perspectiva freiriana: uma proposta de oficina temática a partir dos crimes ambientais de Mariana e Brumadinho(2021-12-15) Moura, Maria Eduarda Tavares de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2424831962164468Education is still, sometimes, developed by teaching and learning processes that de-mand from the student a passive attitude towards the acquired knowledge. In the con-text of overcoming this characteristic, the liberating education, defended by Paulo Freire, stands out, which places education as a practice for freedom, seeking political awareness. From Freire's perspective, this monographic work proposed an articulation with the Science-Technology-Society approach, considering that it has as its purpose the formation for citizenship and decision-making in the face of social problems related to scientific and technological activities One of the methodological possibilities for pro-moting this articulation is through Thematic Workshops. Thematic workshops can con-tribute to the learning of contextualized school content through the resolution of prob-lems about a certain theme. As for the theme worked in the thematic workshop, envi-ronmental crimes occurred in Mariana and Brumadinho were chosen. In this context, this research aimed to propose a thematic workshop with a Science-Technology-Soci-ety approach, from the Freirean perspective, involving environmental crimes that oc-curred in Mariana and Brumadinho for the teaching of Chemistry in high school. The proposal on screen was elaborated considering Delizoicov's three pedagogical mo-ments: initial problematization, knowledge organization and application of knowledge, approaching chemical contents such as: Substances, Mixtures, Mixture Separation Processes, Heavy Metals, Periodic Table, Concentration and Structure of the Matter. From the description of the thematic workshop with a Science-Technology-Society ap-proach, which presupposes a dialogic process between student and teacher, with the teacher being a mediator in the construction of knowledge and scientific knowledge built from the students' previous conceptions, in In agreement with the Freirean per-spective of education, it can be said that the theoretical and methodological path de-signed has potential for what is expected in the teaching of Chemistry, such as, for example, the development of a political awareness on the part of students.Item Uma sequência didática para a abordagem da fissão e da fusão nuclear no Ensino Médio(2019-12-18) Silva, Maria Conceição Torres da; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/8251096339755832This study to analyze the contributions of a didactic sequence based on the three pedagogical moments in the construction of the concepts of fission and nuclear fusion in high school. For this, we use the pedagogy of the three pedagogical moments, having among the associated strategies a problem situation about the risks caused by nuclear energy. The lectures and videos on the beneficial use of nuclear fission and fusion also comprised the proposed material, which aimed to enrich the discussions that took place on the subject and enable the construction of concepts necessary to solve the problem situation. Twenty-four students from the second year of high school participated in the research. For data collection and construction, two forms of registration were used: writing and audio recordings. The data were analyzed qualitatively so that the results were systematized, highlighting the previous categorization used for the analysis of the answers given the problem situation. The students' participation was constant and significant in each stage, which allowed a good construction and reconstruction of their knowledge. The hypothesis survey made possible the structuring of the final answer from the knowledge construction along the proposed activities. The answers given to the problem situation show that the students used the information brought in the three different moments that make up the sequence. We highlight the teamwork and the desire to learn the scientific concepts on the part of the students, who were always interested in the approach taken. Finally the construction of a problem situation from a real context seems to us a good alternative for the construction of general concepts of radioactivity, mainly about nuclear fission and fusion, as it allows the development of scientific concepts and the construction of knowledge of a broad and differentiated perspective.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.