Banca de DEFESA: HUDSON DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : HUDSON DA SILVA
DATE: 21/12/2020
TIME: 14:00
LOCAL: https://meet.google.com/drz-espo-riy
TITLE:

PROPOSAL FOR A TEACHING SEQUENCE ON PROPERTIES OF CHEMICAL ELEMENTS

KEY WORDS:

Didactic Sequence, Chemical Elements. Periodic Table, Didactic Game.

PAGES: 155
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

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 1^st 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.

BANKING MEMBERS:
Interna - 1530500 - ANA CRISTINA FACUNDO DE BRITO PONTES
Externo à Instituição - JOSÉ CARLOS OLIVEIRA SANTOS - UFCG
Interno - 2685063 - MELQUESEDEQUE DA SILVA FREIRE
Presidente - 345799 - OTOM ANSELMO DE OLIVEIRA