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1
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ISAÍAS FRANCISCO DOS SANTOS
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MUSIC AS A PLAYING INSTRUMENT IN LEARNING THE INTERMOLECULAR INTERACTIONS OF ORGANIC COMPOUNDS
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Leader : LUCIENE DA SILVA SANTOS
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MEMBRES DE LA BANQUE :
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IVONEIDE DE CARVALHO LOPES BARROS
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CARLA VERÔNICA ALBUQUERQUE ALMEIDA
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LUCIENE DA SILVA SANTOS
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Data: 8 oct. 2020
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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.
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2
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MARCELO MAX BORGES CALIXTO
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THE JIGSAW METHOD IN THE TEACHING OF STEREOISOMERS: APPLICATION OF A DIDACTIC SEQUENCE FOR THE DEVELOPMENT OF VISUOSPATIAL AND SOCIAL SKILLS IN CHEMISTRY CLASSES
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Leader : NEDJA SUELY FERNANDES
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MEMBRES DE LA BANQUE :
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FRANCISCO AUDISIO DIAS FILHO
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FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
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MARCIA TEIXEIRA BARROSO
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NEDJA SUELY FERNANDES
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Data: 26 oct. 2020
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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.
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3
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FRANCISCA REGINARIA GOMES LIMA
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TEACHING SEQUENCE IN THE TEACHING OF THERMOCCHEMISTRY: Investigative experiments developed in groups
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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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REGILANY PAULO COLARES
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Data: 30 oct. 2020
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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.
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4
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DINARDO ALVES DA SILVA
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Experiments and videos: a proposal of mediation in the teaching of thermochemistry
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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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NEDJA SUELY FERNANDES
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ZILVANIR FERNANDES DE QUEIROZ
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Data: 17 nov. 2020
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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.
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5
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WAGNER DE OLIVEIRA FEITOSA
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INTEGRATING THEORETICAL AND PRACTICAL KNOWLEDGE IN THE FOOD CONTEXT: A TEACHING SEQUENCE ON CONTENTS OF ACIDS AND BASES IN SECONDARY SCHOOL
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Leader : MELQUESEDEQUE DA SILVA FREIRE
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MEMBRES DE LA BANQUE :
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SUENY KELIA BARBOSA FREITAS
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CARLOS NECO DA SILVA JUNIOR
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MELQUESEDEQUE DA SILVA FREIRE
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Data: 26 nov. 2020
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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.
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6
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RAIMUNDO MARCOLINO DE MORAIS NETO
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THE USE OF RICH-SUTER DIAGRAMS FOR TEACHING AND LEARNING ELECTRONIC CONFIGURATIONS: AN EXPLORATORY STUDY
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Leader : OTOM ANSELMO DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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DANIEL DE LIMA PONTES
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KESIA KELLY VIEIRA DE CASTRO
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MELQUESEDEQUE DA SILVA FREIRE
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OTOM ANSELMO DE OLIVEIRA
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Data: 30 nov. 2020
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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
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7
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VALDEMIR GOMES CORTEZ JUNIOR
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Project Pedagogy at Countryside School: The Cassava Theme for Teaching Chemistry
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Leader : FABIANO DO ESPIRITO SANTO GOMES
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MEMBRES DE LA BANQUE :
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FABIANA ROBERTA GONCALVES E SILVA HUSSEIN
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FABIANO DO ESPIRITO SANTO GOMES
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LUIZ ALBERTO DA SILVA JUNIOR
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Data: 30 nov. 2020
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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.
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8
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HÚDSON DA SILVA
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PROPOSAL FOR A TEACHING SEQUENCE ON PROPERTIES OF CHEMICAL ELEMENTS
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Leader : OTOM ANSELMO DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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ANA CRISTINA FACUNDO DE BRITO PONTES
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JOSÉ CARLOS OLIVEIRA SANTOS
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MELQUESEDEQUE DA SILVA FREIRE
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OTOM ANSELMO DE OLIVEIRA
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Data: 21 déc. 2020
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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.
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