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Disertación/Tesis

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2024
Disertaciones
1
  • JOSE RAFAEL OLIVEIRA ALVES
  • Use of mistakes as Organic Chemistry learning tool in High School through a Quiz

  • Líder : ANDERSON DIAS VIANA
  • MIEMBROS DE LA BANCA :
  • ALESSANDRO AUGUSTO DE BARROS FACANHA
  • ANDERSON DIAS VIANA
  • LILIAN CAVALCANTE DA SILVA
  • Data: 29-ene-2024


  • Resumen Espectáculo
  • Chemistry plays a crucial role in the high school curriculum, showing significant relevance in today's society. However, it is common to find students who face difficulties in understanding the content taught in the classroom, especially with regard to Organic Chemistry. In this context, the theory of learning by error has emerged as a viable alternative to improve student performance in this discipline. Based on this theory, the present study aims to analyze the application of learning by mistakes in the teaching of Organic Chemistry, using an educational quiz with questions inspired by the National Secondary Education Examination (ENEM) for students in the 2nd and 3rd grades of high school in a state public school. It is expected to contribute, therefore, to the improvement of the pedagogical strategies of Chemistry teachers. Provide the resources that make it possible to direct the development of teaching methods that are more centered on the methodology of learning by mistakes and on the theory of meaningful learning. The choice of this theme is justified by the need to seek solutions to the difficulties faced by students in understanding Organic Chemistry, as well as the importance of the Enem as a way of evaluating student learning. The research question that guides this study is: can the use of a quiz, based on ENEM questions, develop learning by mistake in the study of Organic Chemistry? It is expected that, through this questionnaire, students can identify the factors that lead to the emergence of errors and use this process as a tool for learning. The educational product will consist of a game in the form of a quiz and a manual to help the teacher in the analysis of response patterns and work on errors observed by students and their justifications.

2
  • LIANE ALVES DA SILVA COSTA
  • Developing BNCC skills from Problem Based Experiments: a didactic manual for Chemistry teaching in a regional context

  • Líder : ANDERSON DIAS VIANA
  • MIEMBROS DE LA BANCA :
  • ANDERSON DIAS VIANA
  • JOÃO LEONARDO FREITAS OLIVEIRA
  • NEDJA SUELY FERNANDES
  • Data: 31-ene-2024


  • Resumen Espectáculo
  • Brazilian National Common Curricular Base (BNCC) is a guiding and normative document that directs, through competences and abilities, the elaboration of the school curriculum. Competency-based teaching allows the student to develop concepts of each curricular component, from the interaction with the school environment and with their peers, thus causing a learning not only of contents, but of skills that allow them to establish a relationship with the environment in which he lives acting consciously. The experimental activities are configured as a methodology that allows the reflection of empirical phenomena, providing a positive quality for the learning of scientific concepts, in this way it is a methodology that, in addition to associating the observable phenomenon with the theoretical explanation, can promote the development of skills for problem solving, mentioned in the BNCC. In this way, will Problem Based Experiments articulated to a regional context enable the development of skills guided by the BNCC? To answer this question, a study will be carried out on which skills provided in the BNCC can be developed with experimental work and classify which regional contexts associated with the economy and cuisine of Rio Grande do Norte that can be the subject of problematized experimental activities related to the teaching of chemical contents applied in a 2nd grade high school class. As a result of this work, it is expected that it will be possible to create a proposal manual so that the teacher can use the experimental activities in their classes in a problematizing and contextualized way, also allowing the professional to follow the guidelines established by the national documents that guide the high school.

3
  • LUCIANO SILVA DE MIRANDA
  • USE OF AUGMENTED REALITY IN THE DIDACTIC APPROACH TO ASPECTS OF CHEMICAL REACTIONS CONTENT IN HIGH SCHOOL

  • Líder : MELQUESEDEQUE DA SILVA FREIRE
  • MIEMBROS DE LA BANCA :
  • KESIA KELLY VIEIRA DE CASTRO
  • LUIZ ALBERTO DA SILVA JUNIOR
  • MELQUESEDEQUE DA SILVA FREIRE
  • Data: 31-ene-2024


  • Resumen Espectáculo
  • The significant increase in publications on Augmented Reality (AR) in Chemistry teaching has attracted attention, especially in the years 2019 to 2022. The ease of handling by students, ubiquity, and mobility may be factors that explain this diffusion, along with the pandemic context. In this sense, this research work aimed to produce a sequence of activities as a proposal for an Educational Product, addressing aspects of the content of Chemical Reactions in high school, using augmented reality. The focus of the investigation was to analyze barriers and potentialities of the proposal, based on the perceptions of the students participating in the research and how the meanings about this content could be mobilized by them in the context of the activities surrounding the use of the tool. Empirical data collection took place in a first-grade high school class at a public school in Natal-RN. For data collection, a field diary, audio recordings, and written productions throughout the sequence of activities were used. The analysis of the collected information considered theoretical-methodological contributions from a qualitative approach.  Findings  suggest  an  emergence  of different  meanings  and  expressions  from  students regarding the subject matter of knowledge, favoring the investigation of previous ideas that contributed to teaching planning. The generation of new forms of interaction between students and the teacher, and among the students themselves, in the context of activities, was also observed. This provided new forms of visualization, descriptions, and interpretations of evidence of chemical phenomena. Such observations may have contributed to fostering questions and reflections associated with the understanding of models and levels of chemical knowledge, which would possibly not be raised in conventional classes. The strategy offers a useful didactic proposal, guiding teachers to enhance creativity and direct them toward articulated, dynamic, and well-founded planning.

2023
Disertaciones
1
  • ABRAÃO DE MATOS FEITOZA
  • CONSTRUCTION AND APPLICATION OF A PORTOTYPE OF REACTOR USING ARDUINO PLATFORM TO DISCUSS CONCEPTS RELATED TO STOCHIOMETRY.

  • Líder : CARLOS NECO DA SILVA JUNIOR
  • MIEMBROS DE LA BANCA :
  • ANA CRISTINA FACUNDO DE BRITO PONTES
  • ANDERSON DIAS VIANA
  • CARLOS NECO DA SILVA JUNIOR
  • FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
  • Data: 30-ene-2023


  • Resumen Espectáculo
  • In the process of teaching and learning chemistry, several difficulties of understanding on the part of students related to the subject of stoichiometry are observed. Among them, the lack of understanding regarding the representation of the three levels of knowledge of matter to symbolically express the occurrence of a chemical reaction, the proportionality relations between reactants and products and the recognition of different phases of matter in a reactional system, requiring students to high level of content abstraction for understanding a reactional system or phenomenon illustrating how a chemical reaction occurs. In this work, a prototype equipment for a hermetic reactor with the arduino platform (PRHA) was developed, subdivided into two stages, hardware construction, software and device testing (E1); and application in the classroom (E2), segmented into six moments allocated in five meetings: initial meeting, identification of previous ideas (M1); second meeting, instructional class and use of ball-stick models on chemical proportion (M2); third meeting, instructional class and use of ball-stick models on limiting and excess reagent (M3) and application of RHA (M5); fourth meeting, application of the PRHA (M4) and discussion about the concepts of proportion, product, reagent, chemical expression; fifth meeting, second application of PRHA (M4) addressing concepts such as limiting and excess reagent, chemical expression and chemical reaction, ending with a question about the application of PRHA and the learning possibilities that students were able to develop (M6). The proposal was applied to twenty (20) students of the 2nd year of high school at the Institute of Education of Ceará, in the city of Fortaleza-CE. The results of E1 are related to the tests performed with the RHA, they are: need to follow the information in the sensor data sheet, decrease in reaction time due to the increase in the contact surface, unstable variation of the gas concentration detected in the PRHA, and possibility of external mass exchange to the system. In the application stage, students had difficulties in conceptualizing chemical reaction, using chemical symbology as well as using the mathematical algorithm of proportion, alternative conceptions previously described in the literature were also listed, such as the idea of active and passive reagent and dissolution process as synonymous with chemical reaction, in the students’ explanations the macroscopic level prevailed, even after instruction with submicroscopic ball-stick models. The management and application of the PRHA by the students was configured as an important moment of discussion about the phenomenon under study, but even so, given the short time in which the PRHA was used, the students let the macroscopic level prevail to the detriment of the other levels of representation of chemical knowledge proposed by Johnstone (1981).

2
  • NATHALIE MARIA DE MEDEIROS OLIVEIRA
  • APPLICATION OF THE HYBRID TEACHING METHOD “ROTATION PER SEASON” IN THE STUDY OF BIOMOLECULES IN HIGH SCHOOL

  • Líder : LUIZ ALBERTO DA SILVA JUNIOR
  • MIEMBROS DE LA BANCA :
  • LUIZ ALBERTO DA SILVA JUNIOR
  • ANDERSON DIAS VIANA
  • GRAZIELLE TAVARES MALCHER
  • SIMONE MARIA DE ANDRADE MEDEIROS
  • MAYARA SOARES DE MELO
  • Data: 15-feb-2023


  • Resumen Espectáculo
  • This work consists of the elaboration, application and evaluation of a sequence of chemistry classes for secondary education on Biomolecules (Proteins, Lipids and Carbohydrates) through the Station Rotation method. It consists of an active methodology located in the hybrid teaching area, where different activities are available at stations simultaneously, each one addressing a different theme, but related to the others, so that they are interdependent, thus not having a obligatory sequence to realization. Through this, we intend to answer the following research question: What are the potentialities and limitations that the hybrid teaching and the Station Rotation Method propose for the learning of Biomolecules: Carbohydrates, Lipids and Proteins to the students of the Teaching Chemistry discipline Average? The research developed was of a qualitative type, placing the researcher as the subject who promotes the action to solve a problem. The methodology consisted of applying a sequence of 07 classes and the data were obtained through 02 questionnaires and videos produced by the students. Based on the assumptions of Bardin's Content Analysis, from the collected data it was possible to infer that there was a learning evolution, when comparing the initial and final questionnaires. This implies that the didactic intervention, to a certain extent, contributed to students expanding and approaching scientifically accepted ideas. In addition, we highlight that the didactic sequence developed motivation in the students, since at each stage the participants sought to overcome the difficulties imposed by the COVID-19 pandemic. Additionally, the research contributed to the elaboration of an educational product of the didactic manual type with the objective of facilitating the teaching and learning process, even more, in a period in which new technologies are commonplace, both inside and outside the school.

3
  • WALLYSON RODRIGO DA SILVA BARRETO
  • CONSTRUCTION OF A MAGNETIC MOLECULAR MODEL: A PROPOSAL FOR TEACHING COVALENT CHEMICAL BONDING.

  • Líder : CARLOS NECO DA SILVA JUNIOR
  • MIEMBROS DE LA BANCA :
  • ANA CRISTINA FACUNDO DE BRITO PONTES
  • CARLOS NECO DA SILVA JUNIOR
  • FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
  • OTOM ANSELMO DE OLIVEIRA
  • Data: 11-dic-2023


  • Resumen Espectáculo
  • In this research, a prototype called “Molecular Magnetic Model” was developed, made from a 3D printer to form plastic spheres with magnets inserted internally inside each sphere to simulate the attractive forces that exist between atoms in the formation of a covalent bond. The material was designed to minimize learning difficulties related to understanding the formation of covalent bonds between atoms where normally students do not understand that there are attractive and repulsive forces in bond formation. Thus, to think about the production, an investigation was carried out in different chemistry textbooks, whether of the higher or medium level that were approved by the National Textbook Plan, to identify the highest frequency of examples of molecules that form covalent bonds, such as, hydrochloric acid, water and carbon dioxide that appear in books quite often. After production, the educational product was applied to pre and in-service 13 Chemistry Teachers in the form of a short course. As a first result, it was possible to perceive high acceptance in the use of the model by the participants who stated that from the model it is possible to work on concepts related to chemical bonds, such as molecular geometry, electronegativity and the different bonds that occur between atoms. Still as the main result, the participants raised that the sensory perception of the attractive and repulsive forces existing between chemical species not presented in other chemical models present in the current commercial market is a prominent factor for the use of this resource in the Chemical class in the High School.

2022
Disertaciones
1
  • EDILBERTO LUÍS LEMES GARCIA
  • DESIGN OF AN EDUCATIONAL VIDEO APPROACHING USED COOKING OIL RECYCLING PROCESS.

  • Líder : MELQUESEDEQUE DA SILVA FREIRE
  • MIEMBROS DE LA BANCA :
  • GRAZIELLE TAVARES MALCHER
  • KESIA KELLY VIEIRA DE CASTRO
  • MELQUESEDEQUE DA SILVA FREIRE
  • Data: 30-nov-2022


  • Resumen Espectáculo
  • Taking into account the importance of linking scientific knowledge, everyday life and school context, approaching social relevant issues is increasingly necessary in order to enhance science teaching and learning, generally, and chemistry in particular. The present research proposal aimed design of an educational video approaching aspects of the problem of the use and disposal of used cooking oil, its environmental impacts, the benefits and costs of recycling this waste, taking into account students' day-to-day experience, chemical knowledge, industrial context and environmental aspects. The study was divided into three general steps: bibliographic review in order to come near to the study object; data collection and organization for designing of an initial version of the audiovisual resource; evaluation of pros and cons of the educational video designed. The first step was useful to defining theoretical framework, taking into account information gathered from didactic experiences published in the literature of the area on the subject object of this work and, especially, categories and guidelines for designing of video scripts presented by authors who produce in that research area, specifically, educational videos; secondly, it was considered the collection of a group of information – about a project under development in a school context, interviews and photographic records of a technical visit to an oil recycling industry – which were gathered and linked, enabling making of the audiovisual material. In order to gather empirical data that contribute for enhancing the Educational Resource proposal, the third step considers carrying out a survey on the perception and opinion of both High School students and teachers about the initial version of the educational video. Finally, it seeks to gather information about didactic-pedagogical potential of the Educational Resource. Findings demonstrate promising advantages of the didactic material designed, mainly, for bringing together different facets of the problem addressed in a single resource, and allowing a relative ease of access and use in diverse scenarios and teaching settings. The data collection of the last step of the research was useful to get new elements to the final version of the Educational Video proposal, contributing to the constitution of a potential didactic resource that can be used in different educational contexts with different pedagogical purposes, in order to enrich the chemistry teaching and learning process and favor the construction of broader knowledge and better-founded attitudes on the addressed topic.

2
  • ALEF BRUNO DOS SANTOS
  • THE ANIMES DR. STONE AND ANIQUIMERA IN THE MEANINGFUL LEARNING OF TRANSFORMATIONS IN CHEMISTRY EDUCATION

  • Líder : EDGAR PERIN MORAES
  • MIEMBROS DE LA BANCA :
  • EDGAR PERIN MORAES
  • GRAZIELLE TAVARES MALCHER
  • KAREN CACILDA WEBER
  • Data: 02-dic-2022


  • Resumen Espectáculo
  • Two of the teacher's challenges in the current scenario of basic education are human constructivism and meaningful learning. In this perspective, exploring aspects related to the Popular and Visual Culture (movies, TV shows, comics, cartoons, animes, internet, etc.) that current students are constantly exposed to is an alternative to trying to succeed in the teaching and learning process. It is important to emphasize that movies, comics, and animes which are part of the context of young people of generation Z, may not produce scientific knowledge, but can transmit information and can be considered as a tool with great potential to be explored in education. Therefore, the objectives to be achieved must be well planned, evaluated, and previously established. An anime can mark the lives of young people through its story, messages transmitted, and soundtrack. As a result, it can be used as a starting point for future discussions, functioning as an advance organizer of knowledge. Furthermore, it can create real or fictitious situations of conceptual application. Despite the popularity of famous sagas such as Pokémon, Digimon, and Dragon ball Z, among others, there are few reports on the description and potential of their application in the classroom. In this way, the proposal seeks to break one of the invisible barriers that surround the insertion of new strategies in teaching, to enhance the participation of individuals and the meaning of their learning. In this sense, the research seeks to answer the question: “What are the contributions of using the 4th episode of Dr. Stone and the 1st of AniQuimera in the process of meaningful learning of transformations in high school chemistry?”. The qualitative and inductive proposal has been applied to 28 students from Nossa Senhora do Carmo College (CNSC) in a high school chemistry course, a typical audience of generation Z. In this context, the discussion of anime Dr. Stone took place after its exhibition, collaboratively and collectively, so that it was possible to focus on all the points previously established for the class. Next, with a focus the Popular and Visual Culture, an educational resource was built collaboratively by the students and the teacher, in a Webtoon format called AniQuimera, approaching concepts of matter transformation in the different forms of the language of the aforementioned genre, accessible to the public and chemistry teachers. Finally, students were asked to build mental maps to infer the contributions of the tools to meaningful learning. After analyzing the mental maps produced by the students, it can be inferred that the use of animes as a starting point for discussions, and advance organizers, proved to be a potential tool for meaningful learning in a human constructivist way. It is possible to notice, in most of the productions, the relationships between the concepts, the scenes (illustrated by images), daily life, and the student's experiences. In addition, the students agreed that the use of the proposal served to make the classes more attractive. In this context, it is important to emphasize that anime alone may not guarantee meaningful learning, but the discussion that is raised after the episodes are exposed and the construction of the educational product can have great potential in this process, contributing to the visualization of aspects initially not observed and in the development of concepts. The educational resource AniQuimera was built, it is available on the internet in Portuguese, English, and Spanish versions, with more than a thousand views and 10 stars rating, and it was validated with 88 students, 38 in the 9th grade, 24 in the 2nd grade, and 26 in the 3rd grade.

3
  • PAULO VICTOR ALVES DE SOUZA
  • A proposal for a didactic sequence to approach chemical kinetics using social networks.

  • Líder : ANA CRISTINA FACUNDO DE BRITO PONTES
  • MIEMBROS DE LA BANCA :
  • ANA CRISTINA FACUNDO DE BRITO PONTES
  • FABIANO DO ESPIRITO SANTO GOMES
  • GRAZIELLE TAVARES MALCHER
  • REGILANY PAULO COLARES
  • Data: 12-dic-2022


  • Resumen Espectáculo
  • The use of information technologies, in particular, social networks, is presented as a means of distraction within the school structure. Normally, the first action to solve the problems caused by the diversion of attention aggravated by the use of these technologies is to prohibit or limit their use. New communication technologies have synchronicity and allow students to exchange information in real time, enabling the sharing of information of mutual interest. The social networks twitter, facebook, instagram and tiktok are new forms of communication that are still little explored by the school and that have great potential for scientific dissemination and communication with young students. The objective of this work is to evaluate whether the use of social networks contributes to the teaching of chemical kinetics through the development of a didactic sequence. This research is based on the assumptions of the Historical-Cultural theory, mainly Vygotsky's view, for whom language is a complex cultural instrument and through which one can reflect on school practices and how one can contribute to improving communication and encouraging learning. different forms of expression in the teaching process. The research is qualitative, of the action-research type and will have as participants the students of the 2nd year of high school at ECI Deputado Carlos Pessoa Filho, located in the city of Aroeiras, belonging to the metropolitan region of Campina Grande, in Paraíba. Data collection was carried out through questionnaires on the Likert scale and through the analysis of digital content produced by the students. The students participating in the research indicated that the use of digital resources is motivating and can be used in the teaching-learning process of chemical kinetics in a positive way, placing the student in a more active position in the construction of their knowledge.

4
  • WESCLLE JOHNSON MOTA DOS SANTOS
  • USE OF THE PHET SIMULATOR AS A STRATEGY TO ASSIST IN THE PROCESS OF TEACHING AND LEARNING OF ATOMIC MODELS

  • Líder : GRAZIELLE TAVARES MALCHER
  • MIEMBROS DE LA BANCA :
  • GRAZIELLE TAVARES MALCHER
  • ANA CRISTINA FACUNDO DE BRITO PONTES
  • LUIZ ALBERTO DA SILVA JUNIOR
  • Francisco Geraldo Barbosa
  • Data: 20-dic-2022


  • Resumen Espectáculo
  • The great technological advance in the last decades has been notorious, this undoubtedly has contributed in a very accentuated way to the teaching-learning process, where one of the major factors for such occurrence is the use of communication and information technologies (ICTs). Chemistry is mentioned as a difficult subject, as it contains many formulas and equations, which sometimes causes lack of interest on the part of students. With regard to the content of atomic models, it is often worked on in a merely expository way, which leads the student to simply “memorize” the central ideas about the different models. Due to the covid-19 pandemic, 2020 was an atypical year, and students began to follow their classes remotely. When working with the atomic models, it was possible to observe a greater difficulty in assimilating such content, since the interaction took place only through posting the study material in the WhatsApp groups of the classes. This work is justified in an attempt to resolve these difficulties encountered by students about atomic models, making use of ICTs in order to make such content less abstract and/or more attractive. In this way, the present work aims to contribute to an improvement in the teaching and learning process about atomic models, through the use of the simulator Physics Education Technology (Phet). The research was carried out with 45 students from a class of the 1st year of high school in a public school in the municipality of Boa Viagem-CE. The use of (PhET) was the strategy used as an alternative to help carry out the research. In this context, a descriptive research of a qualitative nature was carried out based on the assumptions of meaningful learning through ICTs, where questionnaires were used to collect data, which dealt with the students' prior knowledge and the new knowledge obtained after using the simulations contained in PhET on atomic models. Through this feedback, a content analysis was carried out, where, through the data obtained, a booklet was built for the use of the Phet simulator to work with atomic models as an educational product, which has Chemistry teachers as its target audience.

2020
Disertaciones
1
  • ISAÍAS FRANCISCO DOS SANTOS
  • MUSIC AS A PLAYING INSTRUMENT IN LEARNING THE INTERMOLECULAR INTERACTIONS OF ORGANIC COMPOUNDS

  • Líder : LUCIENE DA SILVA SANTOS
  • MIEMBROS DE LA BANCA :
  • IVONEIDE DE CARVALHO LOPES BARROS
  • CARLA VERÔNICA ALBUQUERQUE ALMEIDA
  • LUCIENE DA SILVA SANTOS
  • Data: 08-oct-2020


  • Resumen Espectáculo
  • The use of music has been increasingly widespread as an alternative teaching and learning strategy. In this context, this research work has used the production of parodied musics, as a playful activity, for the teaching content intermolecular interactions of organic compounds, in line with some conceptions of Vygotsky, Saviani and Libâneo, and mainly in ideas of Paulo Freire pedagogy. Despite the relevance of this content, it is noticed that the students still continue to have difficulties in associating scientific concepts with the phenomenon observed in everyday life, in connecting the microscopic level to the macroscopic level of matter. Therefore, a sequence of activities was developed in order seeking to contribute to the learning of this content to 41 students in a 3rd grade class of high school, belonging to a State Public School, located in the city of Russas/CE. To this end, a qualitative methodological approach was carried out which presents some elements of the type of action research. The elaboration of the parodies by the students occurred after the identification of the affinities with the concepts coming from the intermolecular interactions, under the orientation of the Professor/researcher. The analysis of the data referring to the lyrics of the parodies were made through the Discursive Textual Analysis (ATD). The data collection occurred using questionnaires with objective questions for the ascertain of the didactic/pedagogical proposal. The results obtained indicated that the production and socialization of musical parodies favored the teaching and learning process, since they motivated students to engage in the construction of scientific knowledge. The academic product of this work will result in a Chemistry Manual and videos of the parodied musics, in order that the teachers can use it in a viable way in the construction of knowledge.

2
  • MARCELO MAX BORGES CALIXTO
  • THE JIGSAW METHOD IN THE TEACHING OF STEREOISOMERS: APPLICATION OF A DIDACTIC SEQUENCE FOR THE DEVELOPMENT OF VISUOSPATIAL AND SOCIAL SKILLS IN CHEMISTRY CLASSES

  • Líder : NEDJA SUELY FERNANDES
  • MIEMBROS DE LA BANCA :
  • FRANCISCO AUDISIO DIAS FILHO
  • FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
  • MARCIA TEIXEIRA BARROSO
  • NEDJA SUELY FERNANDES
  • Data: 26-oct-2020


  • Resumen Espectáculo
  • Currently, it is necessary in the school environment, the implementation of strategies that facilitate the development of social skills. Cooperative learning in its Jigsaw method is an active methodology based on the collective and active participation of students, usually applied to small groups, in order to scare cognitive development through information exchange, and cooperative social skills. In this sense, it was developed from a didactic-pedagogical sequence using the  Jigsaw  method, in a 3rd year high school class of a public school in Fortaleza CE, in order to favor the visuospatial development of molecules in the study of stereoisomers, concomitantly with the development of social skills. As theoretical references, we used research results on cooperative learning and the application of the Jigsaw method, some assumptions of Vygotsky's socio-interactionist theory and difficulties in teaching stereotypes. For qualitative research data collection, the following were applied: observation protocol, video recording, face-to-face and virtual activities, and evaluative questionnaires. The methodological course was developed in four stages: the first was the virtual activity on cooperative learning and Jigsaw  method; the second consisted of the application of the Jigsaw method and construction of molecular models; the third referred to the application of an evaluation questionnaire and collective pedagogical evaluation; the latter concerns the application of individual pedagogical evaluation and group processing questionnaires and evaluation of the methodology, on a Likert  scale. With the application of the  Jigsaw  method it was noticed that the students worked collectively, in solidarity, collaborative and active, interacting and sharing their ideas, developing social and visuospatial skills from the construction of molecular models, significantly to the teaching and learning process. The results, obtained through questionnaires, revealed that the Jigsaw method facilitates the learning of students and execution of activities, favoring the active participation of students. The Educational Product will be prepared, in the form of manual instruction, to be used by primary school teachers.

3
  • FRANCISCA REGINARIA GOMES LIMA
  • TEACHING SEQUENCE IN THE TEACHING OF THERMOCCHEMISTRY: Investigative experiments developed in groups

  • Líder : ANA CRISTINA FACUNDO DE BRITO PONTES
  • MIEMBROS DE LA BANCA :
  • ANA CRISTINA FACUNDO DE BRITO PONTES
  • CARLOS NECO DA SILVA JUNIOR
  • REGILANY PAULO COLARES
  • Data: 30-oct-2020


  • Resumen Espectáculo
  • Investigative experimentation has been considered by several researchers as an alternative to improve learning and intensify the student's role in activities, thus enabling greater student participation in all research processes, that is, from the interpretation of the problem to a possible solution for him. In this approach, students have the opportunity to discuss, question their hypotheses and initial ideas in the light of the theoretical framework, collect and analyze data to find possible solutions to the problem situation presented. In this sense, the present research sought to develop a didactic sequence, accompanied by guidelines and experimental investigative scripts using the thermochemistry content, with application of activities related to the phenomena. The study developed as a qualitative research was applied to students of the 2nd year of high school at E.E.M. Gonzaga da Fonseca Mota, located in the city of Quixadá, Ceará. Data collection was carried out based on the analysis of two likert questionnaires and through the investigative experimental scripts developed by the students. Comparing the two questionnaires related to the thermochemical knowledge in which the first was applied after the theoretical classes and the second after theoretical and practical classes, we observed a considerable evolution in the statements. We also observed an increase in the number of students who were able to correlate theoretical content with experimental activities, as well as associate these concepts to situations in their daily lives. The students also confirmed that the use of experimental investigative activities as a didactic resource facilitated the understanding of the central theme, in which they were the protagonists of the situation. Finally, we highlight that during the elaboration and execution of the Didactic Sequence, the students were able to develop the ability to reflect on the events that are part of thermochemical phenomena, in addition to developing basic laboratory techniques, leaving aside the traditional “recipe” in an attempt to carry out the articulation of the knowledge already acquired together with the formation of new concepts. Facing problem situations in which they will be able to use logical reasoning, theoretical knowledge and creativity to propose their own hypotheses, arguments and explanations, and thus enrich the teaching and learning process.

4
  • DINARDO ALVES DA SILVA
  • Experiments and videos: a proposal of mediation in the teaching of thermochemistry

  • Líder : FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
  • NEDJA SUELY FERNANDES
  • ZILVANIR FERNANDES DE QUEIROZ
  • Data: 17-nov-2020


  • Resumen Espectáculo
  • The teaching of thermochemistry is one of the main challenges for the Chemistry teachers, since it involves a series of difficulties described in literature. We bring a pedagogical proposal for this theme with the use of experimentation and video production, seeking to stimulate students to make experiments and develop their knowledge, using digital technologies of which they naturally have some skill, allowing to minimize considerably the diversity observed in the classroom, for a better participation, commitment and collaboration. During this work we developed an application as an educational product, which focuses on didactic guidelines for secondary school teachers. The participants of the investigation were the students of a high school and technical of School Professional Prof. Walquer Cavalcante Maia, located in the city of Russas-CE. Seven meetings were necessary for application, involving the capture of previous conceptions, illustrative experimentation, dialogical exhibition of concepts, classroom activity, execution of experiments in the laboratory, production and editing of videos by students, exhibition and evaluation of the teaching proposal applied. The results of the approach have highlighted a promising strategy. There was dedication through a more active participation, with a constant stimulus that provided autonomy and this favored the changes of the participants in the procedures for experiences and video production, also allowing the cooperation between those who presented more and less difficulties in the proposed activities. Their previous content presented in the great majority, a confusing relationship between the phenomenological and theoretical levels of knowledge. The responses after watching the videos showed progress in the macroscopic aspect, by making better interpretations of the studied phenomena. In the classroom activity, we were able to explore the representative aspect in terms of identification and understanding of thermochemical equations and enthalpy diagrams. In the evaluation of the teaching proposal, we did not find any discordant answer regarding the understanding of the chosen strategy.

5
  • WAGNER DE OLIVEIRA FEITOSA
  • INTEGRATING THEORETICAL AND PRACTICAL KNOWLEDGE IN THE FOOD CONTEXT: A TEACHING SEQUENCE ON CONTENTS OF ACIDS AND BASES IN SECONDARY SCHOOL

  • Líder : MELQUESEDEQUE DA SILVA FREIRE
  • MIEMBROS DE LA BANCA :
  • SUENY KELIA BARBOSA FREITAS
  • CARLOS NECO DA SILVA JUNIOR
  • MELQUESEDEQUE DA SILVA FREIRE
  • Data: 26-nov-2020


  • Resumen Espectáculo
  • Context-based approaches to the teaching of chemistry and experimental activities with problem solving has been pointed out by didactic investigations through many years as a potential resource for the development of different knowledge and skills by students. This work proposes a teaching sequence as a didactic workshop in order to approach contents of acids and bases linked to the context of food, privileging discursive tasks, experiments and problem situations. The research adopted elements of the qualitative approach and it was developed with a group of students from the 3rd grade High School integrated to the technical course in cooking at Escola Cidadã Integral Pastor João Pereira Gomes Filho, in João Pessoa, Paraíba. Data was gathered from a survey questionnaire, responses presented by the students in the lab activities and image records during the other activities of the sequence. The results suggest a heterogeneity of ideas expressed by the students, constituted by theoretical-conceptual aspects of the chemistry discipline and by sensory criteria prioritized in the approach of routine procedures of the technical course which they were in. The didactic experience provided some evidence of the activities 'contributions to ressignify conceptual aspects of chemistry in the explored context, in addition to stimulating students' interest and active participation in the tasks proposed by the workshop. The instructional material designed from the didactic investigation presents a set of guidelines on the activities experienced during the research and can be useful as a suggestion and contribution to a contextualized and problematizing approach to the theme acids and bases in chemistry teaching.

6
  • RAIMUNDO MARCOLINO DE MORAIS NETO
  • THE USE OF RICH-SUTER DIAGRAMS FOR TEACHING AND LEARNING ELECTRONIC CONFIGURATIONS: AN EXPLORATORY STUDY

  • Líder : OTOM ANSELMO DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • DANIEL DE LIMA PONTES
  • KESIA KELLY VIEIRA DE CASTRO
  • MELQUESEDEQUE DA SILVA FREIRE
  • OTOM ANSELMO DE OLIVEIRA
  • Data: 30-nov-2020


  • Resumen Espectáculo
  • Elaborating electronic arrangements of atomic and ionic species, as well as knowing the reasons for these configurations, is of fundamental importance to understand and explain some phenomena, as well as to make predictions about the properties of chemical elements. Traditionally, this topic has been addressed in chemistry textbooks using Linus Pauling's electronic distribution diagram. Despite the simplicity and advantages of this diagram for the electron distribution of atoms and ions, this model has some limitations when we try to represent the electronic configurations of about 20% of the chemical elements; in the case of the ions of these elements, the difficulties become even more evident. Considering this problem, the present work carried out a study on the use of the diagrams developed by Rich and Suter (1988) to approach the electronic configurations of chemical species in the context of teaching and learning. To this end, a didactic sequence was planned and applied with the participation of students from the chemistry degree course at the State University of Rio Grande do Norte (UERN), in the municipality of Mossoró-RN. The objective of this work was to analyze the use of these diagrams in the teaching and learning process of electronic configurations of the transition elements, in the context of the aforementioned didactic sequence. The research has a qualitative nature and can be classified as exploratory. For the registration and data collection, a questionnaire, a pedagogical test, field notes and audio capture of discursive interactions were used during the activities of the sequence. The results suggest that the use of Rich and Suter (1988) diagrams linked to the approach of phenomenological and submicroscopic aspects of chemical knowledge in the context of the didactic sequence developed was useful in favoring and expanding students' knowledge regarding the electronic configurations of atoms and ions . Based on the observations made in this work, an academic product was made up of didactic material in the format of a booklet as a suggestion for addressing this theme in the teaching and learning of chemistry

7
  • VALDEMIR GOMES CORTEZ JUNIOR
  • Project Pedagogy at Countryside School: The Cassava Theme for Teaching Chemistry


  • Líder : FABIANO DO ESPIRITO SANTO GOMES
  • MIEMBROS DE LA BANCA :
  • FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
  • FABIANO DO ESPIRITO SANTO GOMES
  • LUIZ ALBERTO DA SILVA JUNIOR
  • Data: 30-nov-2020


  • Resumen Espectáculo
  • Project Pedagogy is an active teaching methodology that stimulates the construction of knowledge from practice based on a theme-problem related to the student's daily life, favors an interpretation of reality and supports the development of competencies and skills. Students from a rural environment have knowledge built from the culture in which they are inserted and need to be valued in the teaching-learning process. Meeting this context and using the Pedagogy of Projects, this research aimed to develop a cultural exhibition with the cassava theme, with emphasis on the process of manufacturing cassava flour in a rural school context. It was intended to develop competencies and skills, such as: oral communication, group work and curiosity and willingness to learn, in addition to providing understanding of some chemical concepts. The research was developed in a public high school third grade night class, in the city of Vera Cruz - RN. Initially, a semi-structured survey was submitted to provide a class profile, which guided the research. The 35 students were divided into groups and faced with different problems related to the theme. Texts, videos, a lecture with a specialist in cassava-culture, a visit to a traditional flour factory, as well as moments in the classroom mediated by the teacher were used during the development of the project. The research was conducted through participant observation, characterized from qualitative data that were collected through audio-photographic records and field notes, as well as semi-structured questionnaires according to the moments of the activities. For the analysis of the data, the Discursive Text Analysis (DTA) was used, which generated a new understanding of the investigated phenomenon. The development of the project culminated with the presentation of students to the local community at the cultural exhibition, with the participation of hundreds of visitors. The results of the Likert self-assessment questionnaire applied to students showed that the most developed competencies and skills during the project were oral communication and teamwork, both with 94.2% agreement. Thus, the project developed with students made it possible to contextualize the learning of chemical concepts, as well as the development of skills and abilities, highlighting that the project approach contributes positively to a dynamic and contextualized teaching-learning.

8
  • HÚDSON DA SILVA
  • PROPOSAL FOR A TEACHING SEQUENCE ON PROPERTIES OF CHEMICAL ELEMENTS

  • Líder : OTOM ANSELMO DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • ANA CRISTINA FACUNDO DE BRITO PONTES
  • JOSÉ CARLOS OLIVEIRA SANTOS
  • MELQUESEDEQUE DA SILVA FREIRE
  • OTOM ANSELMO DE OLIVEIRA
  • Data: 21-dic-2020


  • Resumen Espectáculo
  • The occurrence of difficulties in the learning of Natural Sciences by many students is a common and even justifiable fact, considering that several theories, concepts and nomenclatures addressed in the study of many areas of this science are not part of their daily experiences. For those reasons, it is necessary to seek for didactic resources that streamline teaching, enabling a better learning of the subjects addressed by the chemistry. From this angle, this work aims to elaborate and evaluate a didactic sequence oriented to the approach of contents of chemical elements and chemical properties related to the periodic table. The didactic strategies of the sequence were consisted by diversified activities, panned to explore theoretical and practical aspects of the appointed contents. The work was developed with 35 high school students from the 1st grade “A”, morning shift, at Escola Estadual Professor Calpúrnia Caldas de Amorim, Caicó-RN. The application of the didactic sequence was organized in six blocks with two conjugated classes, constituting twelve lessons. Each block was divided into three parts, allowing students to absorb varied knowledge, articulated in conventional expositive classes. For the data collect over the experience, we used a questionnaire with open questions, beyond the produced registers by the students along all stages of didactic sequence that included the use of a video from “YouTube”, a quiz and a phone app, and the “Periodic Cards” game. The treatment of that information was conducted by the search for clues of the propose contributions in favour curiosity and students engagement of approached contents in the didactic sequence. In the end of the process, the students answered another questionnaire to evaluate the stages and manifest their perceptions about the applied methodological development. The results suggest a pedagogical potential of the activities to mobilize varied knowledge of the students along the process, especially those that used didactic videos and games, pointed by the students as those that attracted more attention and contributed to the contents comprehension.

2019
Disertaciones
1
  • NILTON CLAUDIO MAIA
  • Architectural origami as a pedagogical resource in understanding the spatial geometry of molecules

  • Líder : DANIEL DE LIMA PONTES
  • MIEMBROS DE LA BANCA :
  • ZILVANIR FERNANDES DE QUEIROZ
  • DANIEL DE LIMA PONTES
  • OTOM ANSELMO DE OLIVEIRA
  • Data: 27-jun-2019


  • Resumen Espectáculo
  • In this research, architectural origami boards were elaborated and constructed as a didactic resource, with the objective of evaluating its potential as an educational tool in the teaching of Molecular Geometry. The research was based on some theoretical references: the Vygotsky Socio-interactionist Theory, General Theory of the signs of Charles Peirce and the contributions of researchers of Chemical Education. It was chosen methodologically by a qualitative and participative research. The data were collected from the accompanying pedagogical proposal, which included the application of questionnaires, initial and final, to the whole class, observation of proposed activities in the drawing boards, realization of experimental activity with origami, field notes, satisfaction questionnaire of the material and a test two weeks later for long term memory verification. The results showed a priori that when applying the methodology with this didactic material in a 3rd year high school class of a state public school in the municipality of Morada Nova - CE it was possible to verify, from the students' previous knowledge, that these advanced their learning. Thus, most of them achieved consistent learning on the subject, developing spatial abilities such as mentally rotating a molecule in space, transposing or translating a representation of 2D to 3D molecules, and vice versa, as well as perceiving some relationships between properties of molecules and molecular geometry. The students enthusiastically participated in the activities and presented good cooperation when working in groups, sharing doubts and experiences with their peers. The presence of the teacher as mediator in this process was of fundamental importance for the correct use of the didactic material and deepening of the developed theme.

2
  • IRIVAN ALVES RODRIGUES
  • THE USE OF ICTs AS A STRATEGY TO PROMOTE PERIODIC TABLE KNOWLEDGE

  • Líder : LUCIENE DA SILVA SANTOS
  • MIEMBROS DE LA BANCA :
  • CLAUDIO GABRIEL LIMA JÚNIOR
  • LUCIENE DA SILVA SANTOS
  • NEDJA SUELY FERNANDES
  • Data: 01-jul-2019


  • Resumen Espectáculo
  • The technological evolution has brought great positive impacts to the school environment. This process guides teaching and learning through information and communication technologies (ICTs) that enable teachers to use the various educational tools and approaches. The search for methodological alternatives to improve the effectiveness of the teaching and learning process in relation to the Periodic Table content, making them more enjoyable for teachers and students in the classroom, was the focus of this study. The use of digital games, with an educational character, was the strategy applied to enhance the quality of the result, because through the resources offered by the games, learning acquires a playful bias, which enables a more dynamic and pleasant teaching and learning process. In this context, this work sought to discuss the importance of ICTs and to contribute to the improvement of teaching learning of the Periodic Table content, using methodological strategies through digital educational games that encourage the learning of the students involved. These were applied in a state public school, in the city of Santa Rita-PB, for two first-year high school classes. The methodology was developed with a sequence of activities, through lectures, use of electronic educational media in cell phones/computers and questionnaires containing open and closed questions, applied to the theme. The use of digital resources in this work, as a pedagogical proposal, aimed at complementing the traditional teaching methodology, to construct the knowledge of the participants in an interactive way, as well as to promote the development of skills and reasoning. The ICTs used provided motivating and dynamic classes for the students, which obtained significant gains in learning and time efficiency for solving problems involving the topic of Periodic Table. As a result of this work, a didactic-pedagogical primer was developed as an educational product, aimed at teachers of High School Chemistry and related areas.

3
  • LUIZ FERNANDO PEREIRA
  • A CHEMICAL EQUILIBRIUM EDUCATION PROPOSAL WITH THE USE OF THE POGIL ACTIVE METHODOLOGY

  • Líder : MARCIA TEIXEIRA BARROSO
  • MIEMBROS DE LA BANCA :
  • FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
  • MARCIA TEIXEIRA BARROSO
  • MARIA ELENIR NOBRE PINHO RIBEIRO
  • NEDJA SUELY FERNANDES
  • Data: 01-ago-2019


  • Resumen Espectáculo
  • The chemical equilibrium subject explains some of the chemical phenomena and is related to other fundamental concepts of the epistemological field of Chemistry. However, it presents many learning barriers, already widely reported in the literature. We present a teaching proposal aiming to involve the students in the process of learning this subject, in a participatory and collaborative way, with the perspective of becoming a citizen endowed with intellectual autonomy and critical thinking. The POGIL - Process Oriented Guided Inquiry Learning is the chosen active learning to be employed in the sequence of activities designed for the classroom and laboratory. The study was developed as qualitative research, having as participants subjects the teacher and students of the second grade of High School and Technical Work Safety in the Teônia Amaral State School, located in the city of Florânia–RN, Brazil. Data collection were performed through questionnaires, pedagogical test, other documents, and participant observation. The set of the results revealed active participation of the students in the proposed activities. The students presented greater interaction between the peers and the researcher-teacher, a higher level of interest and commitment in the activities, as well as improved their skills to build the knowledge. Activities with increasing levels of complexity, taking into account students' previous knowledge and discussions at the end of tasks, are promising to enhance the understanding of the qualitative aspects of chemical equilibrium. For the most part, the students were able to attribute dynamic behavior to the chemical equilibrium and could understand that reactants and products coexist in the same reaction vessel. As an educational product of this work, we propose a pedagogical workshop for high school teachers, for developing the activities exploited here.

4
  • ADRIANO CÉSAR JERÔNIMO DA COSTA
  • BLENDED LEARNING IN FOCUS: OXIGENATED ORGANIC FUNCTIONS TEACHING STRATEGIES.

  • Líder : FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
  • LUCIENE DA SILVA SANTOS
  • CLAUDIO GABRIEL LIMA JÚNIOR
  • Data: 02-ago-2019


  • Resumen Espectáculo
  • The education of the 21st century has changed due to the use of methodologies that, together with digital technologies, contributes to the teaching improvement. Blended Learning is a trend where teaching is presented online and face-to-face, integrating the ICDT’s to obtain a better participation of the students in classes. In this work, we show how to develop a sequence of classes focused on the teaching of oxygenated organic functional groups, using the model previously discussed, combined with the strategies of flipped learning, peer instruction and digital tools. The study was carried out in a class of the 3rd Grade of a State Public High School in the city of Mataraca-PB. The participative observation was used as a qualitative research methodology to examine and analyze the behavior and performance, resulting from students' engagement and impressions with the presented strategy, in order to understand the results deeply. The Google Classroom digital tool was used to make students develop previous studies of learned content through self-recorded VideoClasses, hosted on YouTubeTMand of several classroom activities, collaborating through learning in groups. In the face-to-face moment the activities were crosswords, questionnaires with application exercises and molecules constructor, besides the use of the Plickers application to guide the peer instruction and Socrative to review the seen contents in class. As a result of these activities, student discussions became more independent of the teacher, and they shared by themselves their own learning methods of the studied content and contributed collectively for building their own knowledge. Through online classes and classroom exercises, with the help of the ICDT’s, the students were able to report positively the Blended Learning model with flipped learning and peer instruction, showing that it is a strategy that allied to teaching, allow students to create spaces for interaction and understanding of the addressed contents in a more independent and active way, being motivated to enrich the face-to-face moments with exchanges of knowledge and experiences , so teaching barriers can be broken to answer the needs of a connected generation.The generated educational product is made for high school teachers in as an instruction manual that assists them in the development of this teaching model.

5
  • REGINA AMANDA FRANÇA ALMEIDA
  • DEVELOPMENT OF DIDACTIC SEQUENCE FOR THE TEACHING OF DISPERSIONS


  • Líder : ANA CRISTINA FACUNDO DE BRITO PONTES
  • MIEMBROS DE LA BANCA :
  • ANA CRISTINA FACUNDO DE BRITO PONTES
  • NEDJA SUELY FERNANDES
  • REGILANY PAULO COLARES
  • Data: 02-ago-2019


  • Resumen Espectáculo
  • In view of the difficulty and complexity that the content of dispersions is for the high school student, and in order to improve the teaching-learning process, it is an educational problem, which is characterized by a didactic sequence that uses a Theory of Significant Learning (produced by David Ausubel and later worked by Marco Antônio Moreira in his works) in its application phases. In addition to TAS, this dissertation made use of references such as, Joseph Novak, which implanted an idea of using concepts as one of the main instruments of meaningful learning. The methodological research was developed considering the bibliographic research, the planning and the application of the didactic sequence. For an application of sequence of activities, the target audience was a group, which contains 40 students, belonging to the second grade of High School with the mode of study in Integral Time, located in the city of Fortaleza, Ceará. During the activities, the students did not identify, thus preserving their identities. For the analysis of the didactic sequence, all stages of its application were carried out: development of pre-school knowledge, students and students; Expositive class (from the date of conclusion of a process of selection, analysis and classification of dispersions, suspension characteristics, solutions of colloidal and solution dispersions, types of concentration of solutions and dilution); Use of simulators for drilling and deepening of knowledge; Conceptual mapping. The didactic lesson was worked out in five moments, each one lasting 100 minutes (two classes).

    During the application of the didactic sequence, the greatest results and participation among the students were observed. It was noted that the development of the concept was longer along the stages. The idealization of a project to get the conceptual rules about the dispersions that are so successful in their cognitive structures.

     

6
  • PAULO DARLEY SÁ DE OLIVEIRA
  • YouTube Video Production a Strategy for collaborative Learning of Chemical Elements

  • Líder : OTOM ANSELMO DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • OTOM ANSELMO DE OLIVEIRA
  • MARCIA TEIXEIRA BARROSO
  • FRANCIGLAUBER SILVA BEZERRA
  • Data: 13-sep-2019


  • Resumen Espectáculo
  • In this paper, a study was performed on the elaboration of an educational product to be used in chemistry teaching, specifically on the content "Elements of the Periodic Table", considering the difficulties in teaching chemical elements, coming from outdated methodologies. The research product will be supported by a Manual of Pedagogical Support aimed at the use of Information and Communication Technologies, associated to the methodology of Collaborative Learning in a socio-interactionist context. Using as a parameter a qualitative research, a work was developed with a high school class of a public school in the State of Ceará, in three stages. The first one was the suggestion for the creation of a channel of videos produced by the students with the theme "Periodic Table", chemical elements and their applicability, followed by a previous survey about the perspectives of learning, as well as on the possibilities of the use of CITs, from a moment of awareness with the exhibition of some analogous materials already existing of the internet. The second was focused on the production, correction and editing of the materials already produced by the students. Finally, the last moment was focused on the socialization and sharing of knowledge and experiences. The goal is that from this experience of observation and monitoring, we have enough elements to design an effective educational product that is meaningful to chemistry teachers, dynamic and practical for its use.

7
  • RUBENIGUE DE SOUZA SILVA
  • Pathways of Reaction: An educational game as a tool for evaluating a didactic sequence of the content development rate of the reaction.

  • Líder : LUCIENE DA SILVA SANTOS
  • MIEMBROS DE LA BANCA :
  • CARLOS NECO DA SILVA JUNIOR
  • FRANCISCO SOUTO DE SOUSA JUNIOR
  • JOSÉ EUSÉBIO SIMÕES NETO
  • LUCIENE DA SILVA SANTOS
  • Data: 27-sep-2019


  • Resumen Espectáculo
  • The teaching and learning process in chemistry is still considered a challenge for many teachers who live with the difficulties faced by students, since the content of this subject is characterized by the high degree of complexity and the difficulties of understanding it. For these reasons, it is essential the search for didactic resources that enable the better understanding of the contents of this discipline. In this sense, this work aimed to develop a didactic sequence on the reaction rate development content, from different didactic strategies such as videos, experimental activities, textbook, news journalists and simulators. The proposal provided a space for dialogue that addresses issues about food, environment, fuel chemistry and catalysis. In addition to encompassing expository strategies, an educational game was also developed as a tool to aid the process of teaching and learning in chemistry. To analyze the proposal, qualitative analysis elements were used and data were collected through recordings (audio and video) made in the classroom, field diary and forms. For their analysis and treatment, triangulation was performed to cover the maximum range in describing, explaining and understanding the focus of the study. The application was carried out in two classes of the second grade of high school, starting with the sequence of classes of four blocks, two classes in each block, making a total of eight classes. At the end the didactic game was applied that allows the student to acquire knowledge through alternative methods to the traditional teaching models, incorporating playful characteristics of the games to the concepts and contents. With the results obtained in this work, it was possible to identify the previous knowledge of the students and, thus, use strategies, tools and educational objects allied to the themes used in the didactic sequence, which allowed the motivation both in the game and in the classes for the discussion of the students. Four themes. The interaction between student-students and student-teacher, provided by the game was intense, as well as in the problem situations created in class. The playfulness stood out, especially in the game, which presented a lot of fun and pleasure. In a general analysis the work allowed the participating students to establish and relate the concepts of the rate of reaction development content, through the problems and questions about the themes involved, being the didactic sequence and the game the main educational products of the work.

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