Banca de DEFESA: FABRÍCIA DANTAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FABRÍCIA DANTAS
DATE: 28/04/2023
TIME: 09:00
LOCAL: Auditório do CCET
TITLE:
CHEMICAL EQUILIBRIUM  IN GENERAL CHEMISTRY TEXTBOOKS: PERCEPTIONS OF CONTEXTUALIZED APPROACHES AND CHEMISTRY REPRESENTATION ASPECTS

KEY WORDS:

contextualization; Johnstone Triangle; Chemical balance; General Chemistry book.


PAGES: 65
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

Contextualization is an aspect that has been discussed for decades, becoming a more frequent discussion based on guidelines in official documents, such as in the Federal Constitution of 1998, in the Curriculum Parameters of the early 2000s, National Curriculum Guidelines for Basic Education in 2013 and more recently also in the National Curriculum Base. Although these discussions are not so recent, it is noted that the teaching of chemistry is still based on a fragmented, memoristic and little reflective teaching, this becomes a big problem as most students do not experience the teaching process and learning chemical concepts in a contextualized and interdisciplinary way in their training. The lack of these relationships can be observed in textbooks and, in a way, this hinders the training of chemistry teachers since textbooks are one of the main instruments used both in didactic planning and in the study of chemical contents. Thus, making use of teaching material that prioritizes approaches that emphasize aspects of contextualization while prioritizing the representation aspects of this Science can be an interesting approach to go beyond decoding Chemistry in textbooks, and, consequently, the teaching and learning process is favored. From this perspective, this work sought to show, through the analysis carried out in four textbooks on General Chemistry in Higher Education, how the contextualization is conceived to the topics of chemical equilibrium content, as well as the three levels of representation of chemistry (macroscopic, submicroscopic and symbolic) discussed by Alex Johnstone are related, discussing the pedagogical implications of these approaches for the teaching and learning process of this content. As this is qualitative research, whose source of data to be investigated are texts from higher education textbooks, Bardin's Content Analysis served as an instrument for data analysis. Thus, the data collected in the first stage of the analysis were organized into units of meaning and categorized based on their similarities and differentiation (intermediate analysis categories), with subsequent regrouping, based on common characteristics (final analysis categories). The analysis of the categories presented in this research has shown that these textbooks continue to work with decontextualized and fragmented approaches, prioritize contexts outside the reality of students, especially in the context of production of this research that is the city of Natal in the state of Rio Grande do Norte in addition to emphasizing aspects of chemistry representation that corroborate with very frequent difficulties in this content.

 


BANKING MEMBERS:
Externa ao Programa - 1718598 - Fernanda Marur Mazze
Externo ao Programa - 1138433 - LUIZ ALBERTO DA SILVA JUNIOR
Externo à Instituição - WALLACE ALVES CABRAL - UFSJ
Notícia cadastrada em: 25/04/2022 17:28
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