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DIOGO GONZAGA MONTE DA COSTA
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INTEGRATING GENERATIVE ARTIFICIAL INTELLIGENCE IN CHEMICAL EDUCATION: DEVELOPMENT OF TOOLS AND PEDAGOGICAL EFFICACY ASSESSMENT
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Leader : EDGAR PERIN MORAES
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MEMBRES DE LA BANQUE :
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EDGAR PERIN MORAES
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INAKÃ SILVA BARRETO
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PATRICIA FLAVIA DA SILVA DIAS MOREIRA
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Data: 16 janv. 2025
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Afficher le Résumé
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In an increasingly interconnected world, Information and Communication Technologies (ICTs), including Artificial Intelligence (AI), have emerged as transformative forces in chemical education. Despite teachers' familiarity with everyday technologies, the effective integration of new technological tools in teaching still faces significant barriers. Consequently, there is a critical need to explore educational strategies and innovative methodologies aimed at bridging the technological gap and advancing educational practices. This study investigated the integration of Generative Artificial Intelligence (GAI) in chemical education, focusing on the development of innovative pedagogical tools and the assessment of their efficacy. The primary objective included the creation of an interactive educational product, an e-book titled "DIGITAL ALCHEMY: Transforming Chemical Education with Generative AI," based on Situated Learning Theory and Problem-Based Learning (PBL) methodology. Research on the application of this educational resource was conducted with chemistry teachers, who assigned an average rating of 8.5, reflecting a generally favorable view of GAI's potential to enhance chemical education. Nevertheless, 65% of participants emphasized the importance of human intervention to ensure the accuracy of analyses performed by Generative AI. The findings indicated that GAI could become a vital educational resource in the teaching-learning process, personalizing content and facilitating the understanding of complex concepts. However, challenges such as adequate teacher training and technological infrastructure need to be addressed for effective implementation. The final considerations highlight the importance of continuously exploring and refining the use of GAI to promote a more interactive, effective, and individualized education.
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2
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RONALDO FREIRE MENDES DE LIMA
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Orgânica Master: analysis of a card game used as a tool for teaching basic organic chemistry concepts.
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Leader : ANDERSON DIAS VIANA
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MEMBRES DE LA BANQUE :
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ALMIR RIBEIRO DE CARVALHO JUNIOR
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ANDERSON DIAS VIANA
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FABIANO DO ESPIRITO SANTO GOMES
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Data: 29 janv. 2025
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Afficher le Résumé
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Educational games have the potential to act as a complementary resource in the teaching and learning process of chemistry. They play a significant role in developing students' cognitive skills by familiarizing them with specific concepts and fostering interest in studying these topics. This study aimed to develop and implement a didactic game for 3rd-year high school students from public schools in the state of Rio Grande do Norte, integrating gamified learning into the educational process. The game was applied in two classes during the second semester of 2024, involving the participation of 42 students. It was grounded in David Ausubel's meaningful learning theory and Deci and Ryan's concept of intrinsic motivation, which emphasize the importance of engaging students through activities that promote understanding and autonomy in the learning process. The pedagogical proposal was implemented using a board game with cards addressing basic concepts of Organic Chemistry, with the potential to cover topics such as carbon chains, organic functions, representation forms, structural characteristics, and properties of organic compounds. The research followed a methodology combining both qualitative and quantitative approaches to measure the intervention's impacts. During its implementation, observations were made, questionnaires were applied, and students' testimonials were collected, indicating increased engagement, motivation, and understanding, which contributed to making the teaching process more dynamic, interactive, and effective. Thus, it is concluded that the use of the didactic game in chemistry education can be a tool to facilitate learning and increase students' interest.
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3
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HANNA CRISTINA TAVARES DANTAS DE SOUZA
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FUELS: HYDROCARBONS, ALCOHOLS, AND ESTERS ADDRESSED THROUGH CASE STUDIES.
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Leader : LUIZ ALBERTO DA SILVA JUNIOR
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MEMBRES DE LA BANQUE :
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LUIZ ALBERTO DA SILVA JUNIOR
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FABIANO DO ESPIRITO SANTO GOMES
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LUCIENE DA SILVA SANTOS
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FERNANDA LUIZA DE FARIAS
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Data: 4 févr. 2025
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Afficher le Résumé
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The difficulties in learning Organic Chemistry faced by high school students occur mainly due to the lack of contextualization of concepts related to daily life, but also due to the weak connection with other chemical concepts and the difficulty in interpreting chemical language, leading to the need to rethink the pedagogical approach. Thus, to relate the content to an everyday theme, we developed this work based on the Case Study teaching strategy, placing students in contact with real or fictional problems to contextualize chemical content. In light of this, we were guided by the following research question: What is the potential of the Case Study strategy for learning chemical concepts and their social implications? In this context, the objective was to apply and investigate the Case Study teaching strategy for the study of Hydrocarbons, Alcohols, and Esters, using the theme of fuels, so that students develop skills aimed at recognizing and differentiating organic functions, and relate the studied content to everyday situations. The research was developed using a qualitative approach, following a protocol approved by the Research Ethics Committee. The implementation took place at Berilo Wanderley State School, located in the city of Natal/RN, where four investigative cases were created and applied to a third-year high school class in Potiguar State Education. This was done through a sequence of 9 lessons that involved a prior knowledge questionnaire, case reading and discussion, guided research, keeping a logbook, and culminating with the production of videos by the students, in which they acted out the cases and presented the proposed solutions as groups. The analyzed data indicate that many students were unaware of the organic chemistry content related to the theme of Fuels or had incomplete ideas derived from common sense. However, throughout the research, they developed learning that was identified through Bardin's Content Analysis. As an Educational Product, we propose an Instagram page as a tool to disseminate the Case Study strategy and audiovisual productions created by the students.
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4
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ALESSANDRO ALVES DE OLIVEIRA JUNIOR
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CHEMISTRY IN THE GARDEN AS A PROPOSAL FOR AN INTERDISCIPLINARY APPROACH IN ELEMENTARY EDUCATION
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Leader : MELQUESEDEQUE DA SILVA FREIRE
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MEMBRES DE LA BANQUE :
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MELQUESEDEQUE DA SILVA FREIRE
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ANDERSON DIAS VIANA
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GILBERTO DE LIMA
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JEFFERSON ANDREY LOPES MATIAS
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Data: 14 mars 2025
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Afficher le Résumé
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Sustainability as a paradigm for human development considers environmental, economic, social, ethical, and other aspects. In the educational field, this discourse is present in curriculum guidelines worldwide, advocating for the formation of more well-informed and engaged citizens who take responsibility for the environment. Considering this scenario, this research reports the implementation of a community garden in the elementary school context as a didactic strategy for an interdisciplinary approach to chemistry. The general objective of the study was to analyze the pedagogical experience of introducing the garden and the mobilization of chemical knowledge in dialogue with other disciplines, aiming to foster critical reflection on environmental preservation, sustainability, and related topics. The research followed a qualitative approach and was conducted in a private school in the city of Natal, with ninth-grade elementary students. Data collection was carried out through a questionnaire, analysis of students' written productions in the context of the activities, photographs, and recordings of discursive interactions in the school environment. The results indicated that students recognized the relevance of cultivation practices for sustainability education and demonstrated a deeper understanding of the impact of human activities on the environment. However, the need for further exploration of the technical-scientific aspects underlying these actions was also identified. It is concluded that the pedagogical experience with the school garden represents a potentially useful strategy to enrich chemistry teaching, promoting reflections, ecological awareness, and encouraging sustainable practices concerning the environment.
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5
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MAGNO NAZARENO ANSELMO DE ARAUJO
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FUELS - CHEMISTRY AND ENERGY: A VIRTUAL BOOK WITH DIGITAL CONTENT FOR TEACHERS AND STUDENTS.
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Leader : FABIANO DO ESPIRITO SANTO GOMES
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MEMBRES DE LA BANQUE :
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EDVALDO AMARO SANTOS CORREIA
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FABIANO DO ESPIRITO SANTO GOMES
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MARTA COSTA
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Data: 17 mars 2025
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Afficher le Résumé
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In recent times, integrating technology into the school environment has allowed for greater innovation in teaching methodologies. Even with the implementation of Law 15.100/2025, which restricts the use of cell phones in schools, it is possible, with proper planning, to continue using these tools to help students learn. Has revolutionized teaching. Within this context of Digital Resources (DR), Digital Learning Objects (DLO) have been contributing to more interactive, intuitive learning connected to the demands of the new generations. For chemistry teaching, these tools can help overcome challenges related to theoretical and decontextualized teaching, facilitating the understanding of complex concepts through simulations and multimedia representations. In addition, with the implementation of the new High School curriculum, with a focus on Formative Itineraries (IF), it was necessary to create new support materials for teachers that would allow them to deepen their knowledge in a contextualized way, in line with the thematic axes of the National Common Curriculum Base (BNCC). From this perspective, this paper reports on the development of an Interactive Digital Book (IDB) called “Fuels - matter and Energy: A Virtual Book with Digital Content for Teachers and Students”. This IDL offers texts, videos, mind maps, and activities for teachers and students. The book has been organized so that access to the resources is simple. It contains three modules: “What is Energy?”, “What are fuels?” and “What are the main types of fuel?”, ending with an exercise section called “Let's practice a bit?”, where you'll find exercises and the most recent questions from the National High School Exam (ENEM), covering the chemical concepts that the book covers throughout its topics. The book can be accessed via the website www.magnoaraujo.com, from where you can use all the media quickly and easily. The virtual textbook has been developed to be constantly updated with more resources so that the chemistry content can be further explored and deepened in future versions. The work behind the development of this material includes a literature review, the creation of the LDI and its virtual page, as well as a qualitative analysis of teachers' interaction with the resource, to expand its possibilities for use in the classroom. The research concluded that the incorporation of ODAs, according to teachers, can stimulate student learning. However, the production of these materials requires time and technological and pedagogical knowledge. The use of ODAs by teachers also needs to be encouraged, contributing to the production and ongoing evaluation of these resources. In the future, the LDI will need technical adjustments, the inclusion of more digital tools, and the expansion of chemistry content to make it even richer and more useful.
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6
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FRANKLINS MARQUES TORRES
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RESIDUAL COOKING OIL AND ENVIRONMENTAL IMPACT: EDUCATION FOR SUSTAINABILITY IN VOCATIONAL TRAINING.
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Leader : GRAZIELLE TAVARES MALCHER
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MEMBRES DE LA BANQUE :
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GRAZIELLE TAVARES MALCHER
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FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
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Francisco Geraldo Barbosa
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Data: 21 mars 2025
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Afficher le Résumé
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This study presents the development and implementation of a Didactic Unit (DU) focused on teaching the physical properties of triglycerides, with an environmental approach emphasizing the issue of improper disposal of residual cooking oils. The main objective is to relate these physical properties to the environmental impacts caused by the improper disposal of frying oils, fostering knowledge construction among third-year high school students in the Hospitality course at EEEP Professora Marly Ferreira Martins. The research adopts a qualitative approach, based on action research, allowing an understanding of the educational reality from the participants' perspective. The DU, entitled "Understanding the Physical Properties of Triglycerides from Residual Cooking Oils and the Impact of Their Disposal on the Environment," incorporated diverse activities such as video screenings, expository-dialogued classes, discussion circles, and practical workshops, aiming to integrate theory and practice in a dynamic and interactive way. The research results revealed that 90% of the students were unaware of the correct disposal of frying oil, and nearly half disposed of it improperly. Furthermore, a knowledge gap regarding the physical properties of triglycerides was identified, as many students struggled to conceptualize them despite being able to observe their effects in practice. This finding suggests predominantly mechanical learning, without a deep understanding of the involved concepts. Another relevant issue identified was the students’ difficulty in Natural Sciences and Mathematics subjects, which hinders the association of this knowledge with their professional training. However, the pedagogical intervention demonstrated potential to stimulate critical reflection and the re-signification of knowledge, assisting students in constructing more solidified understandings. The results indicated progress in technical comprehension and critical awareness regarding recycling and responsible oil disposal. The research reinforces the relevance of sustainable training for future professionals, demonstrating how the connection between theory and practice can contribute to more effective education. Thus, the need for innovative pedagogical practices that promote technical development and citizenship is highlighted, preparing students to act ethically and consciously in the job market.
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7
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KENNEDY LEITE SILVEIRA
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The use of the fuel theme as a generating theme for a Didactic Unit on the content of Organic Chemistry for the EJA modality.
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Leader : ANA CRISTINA FACUNDO DE BRITO PONTES
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MEMBRES DE LA BANQUE :
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ANA CRISTINA FACUNDO DE BRITO PONTES
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CARLOS NECO DA SILVA JUNIOR
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FABIANO DO ESPIRITO SANTO GOMES
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MÔNICA REGINA SILVA DE ARAÚJO
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Data: 21 mars 2025
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Afficher le Résumé
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The audience of the Youth and Adult Education (YAE) modality finds itself in a different scenario compared to regular education classes due to various factors, facing problems that turn into considerable barriers limiting their learning regarding scientific content taught to them. Therefore, in this research, it is considered of singular importance to incorporate didactic and pedagogical resources beyond traditional lectures. This work addresses the use of a didactic sequence based on the theme "Fossil Fuels" as a pedagogical strategy for analyzing the achievement of parameters of scientific literacy of a YAE class at the institution E.E.M.T.I. Waldir Leopércio, located in the city of Varjota-CE. The research is qualitative in nature, and the theoretical-methodological framework for the development of the didactic sequence will be Delizoicov's Three Pedagogical Moments. Through this strategy, the aim is not only to achieve scientific understanding of the chemical content taught but also to associate it with social and cultural issues, so that the student can have a socially responsible action, based on a critical analysis of the social implications of science and technology regarding the theme "Fossil Fuels."
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8
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KALINE FERREIRA NÓBREGA
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Smart Periodic Table: Development of an Interactive Tool as an Educational Resource for Teaching Periodic Table
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Leader : FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
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ALESSANDRO AUGUSTO DE BARROS FACANHA
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FRANKLIN KAIC DUTRA PEREIRA
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Data: 27 mars 2025
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Afficher le Résumé
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Technological innovations have contributed significantly to education, improving both teaching and learning through the use of interactive technologies. These tools encourage teachers to explore alternative methodologies, aiming to increase the effectiveness of the pedagogical process, notably with regard to the content of the periodic table and its properties. When teaching this topic, challenges such as the difficulty in abstracting concepts, mechanical memorization and the scarcity of teaching resources have been identified, according to bibliographical research, as factors that make it difficult for students to assimilate this content. Using the precepts of David Ausubel's theory of meaningful learning, we sought to develop a conceptual profile of students before and after using the Intelligent Periodic Table (IPT) to assess whether the pedagogical proposal using the interactive educational resource helped in the assimilation of concepts related to the periodic properties studied. The proposal was applied to a 1st year high school class, made up of 17 students from the João XXIII State School of Elementary and High school, in Cabedelo/PB. The research adopts a qualitative approach and aims to analyze the influence of the Smart Periodic Table on the learning progress about periodic properties. Under the mediation of the professor-researcher, the students were instructed on how to integrate questions, developed by them on periodicity, into the TPI. The educational product enables a dynamic exploration of periodic properties, using LED lights and Bluetooth connectivity to create a more interactive and visual learning experience. To collect the data, two questionnaires were used: the first, a survey, applied before the methodological proposal, and the second, an investigative one, applied after the proposal. Furthermore, participant observation was used. The results indicated that 64.7% of the students surveyed prefer to learn through practical activities. This indicates a strong inclination towards hands-on approaches. The application of TPI demonstrated a positive impact on the assimilation of periodic properties, expanding students knowledge about the organization of the Periodic Table and its properties. Before the intervention, 100% of students had no knowledge about periodic properties or periodicity, while, after using the tool, more than 50% reached representational and progressive levels, with 68.9% showing advances in understanding the atomic radius, in addition to significant improvements in electronegativity and ionization energy. Furthermore, 25% of students made progress in understanding electronic affinity, proving the potential of TPI to reduce conceptual gaps and stimulate engagement in Chemistry teaching.
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9
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PATRICIA FERREIRA DE CASTRO
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Formative Assessment in Electrochemistry Teaching: Implications of Using Assessment Activities as a Mediating Tool
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Leader : FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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ANA CRISTINA FACUNDO DE BRITO PONTES
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FERNANDO JOSÉ VOLPI EUSÉBIO DE OLIVEIRA
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LILIANA DE FÁTIMA BEZERRA LIRA DE PONTES
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Data: 28 mars 2025
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Afficher le Résumé
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This research aims to investigate the implications of integrating formative assessment into Electrochemistry teaching through the development and implementation of a set of original assessment activities. To this end, the theoretical principles of learning assessment were initially examined through a literature review, with an emphasis on formative assessment, highlighting its characteristics and distinguishing features. Subsequently, a semi-structured interview was conducted with a group of 13 high school Chemistry teachers to identify the main limitations and opportunities for improvement in their assessment practices. Based on this information, a set of assessment activities adapted to Electrochemistry teaching was developed to support the implementation of the investigated methodology during data collection. The research progressed with the application of formative assessment activities to a class of 24 high school students during regular Electrochemistry lessons at a public school in the state of Ceará. This phase included data collection on the impact of the activities on student performance and their acceptance of the implemented formative method. The analysis of the collected data was conducted using a qualitative approach, considering teacher interviews, student opinion questionnaires, and the results obtained from the application of the Electrochemistry assessment activities, in line with the established educational objectives. The use of these activities yielded significant results, demonstrating students’ strong performance in terms of classroom engagement, autonomy in the learning process, understanding of studied concepts, and the ability to connect theory and practice. At the conclusion of the research, as an educational product of this dissertation, a guidance guide was developed to support the implementation of formative assessment in the context of Electrochemistry teaching, intended for high school Chemistry teachers. This guide provides guidelines for the development of diverse assessment instruments and makes available the activities applied in this research, detailing the processes and methods used in their creation.
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10
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NIVALDO SOARES DA SILVA NETO
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CRAFTING AND APPLICATION OF A PERIODIC TABLE AS A DIDATIC RESOURCE FOR STUDENTS WITH AUTISM SPECTRUM DISORDER.
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Leader : FABIANO DO ESPIRITO SANTO GOMES
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MEMBRES DE LA BANQUE :
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FABIANO DO ESPIRITO SANTO GOMES
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ANA CRISTINA FACUNDO DE BRITO PONTES
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MÔNICA REGINA SILVA DE ARAÚJO
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Data: 4 avr. 2025
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Afficher le Résumé
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This study presents the development of an inclusive teaching resource designed for students with Autism Spectrum Disorder (ASD), aiming to facilitate the understanding of generalizations found in the periodic table. The material is a modular puzzle composed of adhesive cubic pieces, featuring chemical elements and their electronic configurations. Through a practical and playful approach, the resource seeks to enhance interaction and engagement among these students, addressing their cognitive and sensory needs. In addition to encouraging active participation, the tool aims to simplify the assimilation of fundamental chemistry concepts, such as element organization, periodic properties, and electronic configuration. It is expected that the use of this resource will contribute to more meaningful and inclusive learning, fostering skill development and interest in the subject matter. The results may serve as a foundation for future pedagogical innovations aimed at inclusive education in science teaching, particularly in chemistry.
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11
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MARIA ALDENIZA LAURENTINO DE LIMA
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Project-basead Learning: The use of Peppermint Essencial Oil (Aetheroleum Menthae Piperitae) in the teaching of Organic Chemistry
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Leader : MARTA COSTA
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MEMBRES DE LA BANQUE :
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FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
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GRAZIELLE TAVARES MALCHER
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MARTA COSTA
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Data: 30 mai 2025
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Afficher le Résumé
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This paper aims to report on a pedagogical experience based on Project-Based Learning (PBL), using peppermint essential oil (Aetheroleum Menthae Piperitae) as an interdisciplinary resource in the teaching of Organic Chemistry in technical courses. The proposal involved second-year students from the Chemistry and Agriculture courses at the State School of Professional Education (EEEP) in the municipality of Guaiúba – CE. The activities were developed from a driving question related to the pharmacological properties of essential oils, promoting stages of bibliographic research, selection of the medicinal plant, supervised cultivation, harvest, and oil extraction. In parallel, practical workshops, lectures, and a talk with a pharmacology expert from the Federal University of Ceará (UFC) were conducted to understand the organic functions present in the extracted compounds. The students were organized into groups to solve challenges related to the theme, developing both cognitive and socioemotional skills, such as collaborative work, responsibility, and critical thinking. The research methodology was based on participant observation, with qualitative records obtained through photographs, field notes, and analysis of the students’ productions. The results indicate that the project-based approach significantly contributed to meaningful learning of Organic Chemistry content, reinforcing the importance of contextualized and interdisciplinary practices in technical education.
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12
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AMANDA MOURA XAVIER
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Gaming to guiding activity for chemistry teaching: a proposal aimed at the formation of concepts
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Leader : ALESSANDRO AUGUSTO DE BARROS FACANHA
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MEMBRES DE LA BANQUE :
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ALESSANDRO AUGUSTO DE BARROS FACANHA
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ANDERSON DIAS VIANA
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MARCIA CRISTIANE ELOI SILVA ATAIDE
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Data: 30 mai 2025
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Afficher le Résumé
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The research project aims to guide action on content related to the properties of matter related to the assimilation of chemical concepts in high school. Its central objective is to develop a didactic game in order to enable a motivating pedagogical strategy for teaching chemistry, with the purpose of evaluating the influence of gamification in the teaching-learning process. It is based on the Theory of Planned Formation of Mental Actions and Concepts by P. Ya. Galperin, bringing a discussion of a pilot study that was applied to characterize the guiding basis for students regarding the concepts of density, common concentration and mass, from a perspective of application to chemistry problems with the aim of supporting the planning of the stages of a game that will make up the educational product of the research. Methodologically, it is based on the assumptions of the formative experiment and the preliminary results describe learning difficulties and teaching planning needs in the context of the action steps for the formation of concepts.
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13
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GUSTAVO DANIEL SOARES SOUZA
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POLYMERS ON THE FIELD: A DIDACTIC UNIT CONTEXTUALIZED WITH THE THEME OF SOCCER.
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Leader : CARLOS NECO DA SILVA JUNIOR
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MEMBRES DE LA BANQUE :
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CARLOS NECO DA SILVA JUNIOR
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ANA CRISTINA FACUNDO DE BRITO PONTES
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THIAGO PEREIRA DA SILVA
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Data: 18 juil. 2025
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Afficher le Résumé
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Chemistry is considered a fundamental component of the basic education curriculum; however, it is often perceived by students as an abstract and complex science, which contributes to a lack of interest and difficulties in learning the subject. In this context, the presentation of a didactic unit on polymers, contextualised through the theme of football, aimed to discuss the presence and applicability of polymeric materials in this sport, establishing connections with students' everyday lives. This qualitative study was carried out with a third-year upper secondary school class at Escola Estadual Professor Josino Macedo, in Natal-RN, over approximately five weeks, totalling ten lessons. The proposal incorporated a variety of teaching strategies, including the identification of students’ prior knowledge, slide presentations, video screenings, experimental classes, and discussions on the evolution of materials used in football equipment, with the aim of enhancing the learning of chemical concepts. The choice of football as a central theme sought to render the teaching process more meaningful, taking into account the cultural appeal and familiarity students have with the subject. This approach enabled the contextualisation of concepts in a manner more closely aligned with the school reality, fostering the active construction of knowledge. By the end of the intervention, a significant increase in students’ interest, participation, and engagement was observed, particularly during practical activities and group discussions. The results indicate that the didactic unit positively contributed to the understanding of polymer-related content, highlighting the potential of contextualisation as a strategy for making Chemistry teaching more engaging, accessible, and connected to students’ lived experiences.
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14
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ELTON FILLIPPE BARRETO TAVARES
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SEQUENCE OF ACTIVITIES FROM THE 3 PEDAGOGICAL MOMENTS ON THE CONTENT OF ACIDITY AND BASICITY
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Leader : OTOM ANSELMO DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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NILIA OLIVEIRA SANTOS LACERDA
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ANA CRISTINA FACUNDO DE BRITO PONTES
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CARLOS NECO DA SILVA JUNIOR
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OTOM ANSELMO DE OLIVEIRA
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Data: 21 juil. 2025
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Afficher le Résumé
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This work addresses the use of chemical paper restoration processes as a pedagogical strategy to improve students' understanding of the concepts of acids and bases in chemistry teaching. The research was motivated by the observation that many students face difficulties in understanding the relevance of chemistry, often due to the lack of contextualization and the emphasis on negative aspects of the discipline. The proposal of the dissertation project is to develop a didactic sequence (SD) that articulates practical and theoretical activities, allowing students to directly experience chemical concepts in a context of document collection restoration. SD was structured in three stages: initial problematization, organization of knowledge and application of knowledge, following the guidelines of authors such as Meheut and Delizoicov. The methodology used in the research is mixed, combining qualitative and quantitative approaches. An initial questionnaire was administered to assess students' prior knowledge, followed by the viewing of a motivational video about the pulp and paper industry. The lecture on acids and bases preceded the experimental practice, where students participated in the restoration of a book, promoting active and meaningful learning. After practice, a debate was held to discuss the experience and review the concepts covered. A playful activity was planned to reinforce learning, and a final questionnaire was administered to assess students' ability to apply the knowledge acquired. The expected results include a better understanding of chemical concepts by students, as well as an increase in interest and motivation to study chemistry, demonstrating the effectiveness of the proposed methodology in basic education. The research highlights the importance of integrating experimental practices into chemistry teaching, promoting a critical-transformative approach that values the relevance of science in society. The work also emphasizes the need for clearer communication about the importance of chemistry, seeking to demystify the discipline and make it more accessible and interesting for students.
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