Navegando por Palavras-chave "Ensino De Química"

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    Abordagem histórica no ensino de Química: elaboração de uma sequência de aprendizagem temática para o ensino da conservação da massa
    (Universidade Federal de São Paulo (UNIFESP), 2021) Cortez, Cristiane Felix Martins [UNIFESP]; Martorano, Simone Alves de Assis [UNIFESP]; Universidade Federal de São Paulo
    This thesis addresses the topic History of Science as a mainstay of the contextualized teaching of Chemistry, beginning at the re-elaboration, evaluation and validation of a Thematic Learning Sequence (SAT) in a classroom. The object of study of this sequence was the Mass Conservation Law and natural philosopher Antoine Laurent Lavoisier's contribution to Chemistry. The SAT’s evaluation was conducted from Forato’s parameters (2009), which defines the pedagogical purpose of the use of History of Science in teaching. To corroborate this, the referred sequence was implemented in particularly three classes of first year high school students of a state public school. The SAT was conducted in 8 lessons, each with a 45-minute duration. In this work, students’ responses to the first and last questionnaires, which are part of the sequence’s purpose, were analyzed, using as a basis the methodology of a content analysis of Bardin (2016). Comparing the results of the first and last questionnaires about science’s nature, a change in students’ responses was observed, exhibiting greater arguments, making use of conceptual elements explored throughout the application’s process, which lead to the conclusion that they have acquired a more critical view of science. In relation to the concept of conservation, it was noted a notorious appropriation of scientific knowledge. However, the students’ explanations were lacking, seeing that they were missing the use of a sub-microscopic model of the constitution of matter to explain the chemical transformation – which would be fundamental to the understanding of mass conservation and number of atoms.
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    A comunidade disciplinar de Química no Brasil – 1971/1986
    (Universidade Federal de São Paulo (UNIFESP), 2020-10-26) Rodrigues, Nicole Pinotte [UNIFESP]; Meloni, Reginaldo Alberto [UNIFESP]; Universidade Federal de São Paulo
    The period from 1971 to 1986 was marked, in Brazil, by years of military regime, redemocratization process, various instabilities, transformations, rise and decline of groups and ideas and everything else that accompanies these processes. In Education, particularly in Science teaching, it was a time of investment in the importation and translation of North American projects, emergence of opposition or complementation ideas to these, development of graduate courses and research in Education, precariousness of high schools, due to the increased demand, and the promulgation of Lei nº 5.692/71. In the scope of the History of the School Subjects, it was made, in this work, an investigation on the school subject of Chemistry in the above-mentioned period, considering some of the contributions of the disciplinary community organized at the end of the 1970’s, in São Paulo state. This community was formed by school teachers, professors, undergraduate and graduate students, researchers and Education Secretary employees. For this investigation, the document analysis methodology was used in the records of the I ENEQ (1982), in a Project for improving Chemistry teaching developed by one of the first groups of Chemistry teaching research, GEPEQ (1984), in the curriculum proposals for secondary school Chemistry teaching of years 1978 and 1986, as well as other publications. For enriching the research, four members of this first generation of the disciplinary community were interviewed: one, who has been a professor since the beginning of the movement, one professor who was a high school teacher at the start of the community organization, one professor who was part of the pedagogical Chemistry Team of the Education Secretary and one high school Chemistry teacher, who has been working in it since 1974, and participates actively in the various actions of the community since its beginning. It was possible to identify several spheres of the community’s operation: textbooks, teaching projects, academic papers, official documents, initial and continuing Chemistry teachers training. Among the main aspects of the practices and purposes of the community for the Chemistry subject are: experimentation, cognitivist approaches, Science History, daily life, critical spirit formation.
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    Conservação do patrimônio educativo e as possibilidades de uso como material didático para o ensino de química
    (Universidade Federal de São Paulo (UNIFESP), 2020-05-13) Palma, Raquel Santos [UNIFESP]; Meloni, Reginaldo Alberto [UNIFESP]; Universidade Federal de São Paulo
    The assets that constitute the cultural heritage of the school, this study highlights the set of educational scientific objects. A research survey that answers three main questions: about why, for what and for whom preserves these materials; and how it would be possible to involve the school community in the preservation of educational heritage. In order to answer these questions, you can find out through the specialized literature in the area of ​​Education and Heritage or the work of researchers dealing with the safeguarding of educational heritage and analyze which conservation actions are most used for this type of material and how they suffer maintaining these actions continuously at school. Thus, a research is characterized as a qualitative study, compared to the literature review. As a general objective, a proposal was made for an orientation booklet designed to guide the school community through its content and to act with the preservation of the educational heritage, in addition to indicating some possibilities of using these objects as didactic material for teaching Science Nature, in particular the teaching of Chemistry. The content of the guidance book was based on the information collected by the literature review. Thus, the initial work presents a research methodology. No following items discuss the process of capturing objects by Brazilian schools to understand these objects as a source of information and to understand how historically they have been forgotten over time. Subsequently, some conceptual aspects that involve the Theory of Conservation are presented and then a brief discussion about the procedures for the conservation of the school collection is presented, seeking to relate as conservation methods with specificities of educational medical objects. Finally, to present the objects as an alternative pedagogical resource for Nature Science classes in perspective of the Heritage Education methodology and as final considerations.
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    A disciplina de química na Escola Normal De São Paulo: 1880 - 1896
    (Universidade Federal de São Paulo (UNIFESP), 2019-10-29) Cardoso, Giseli De Oliveira [UNIFESP]; Meloni, Reginaldo Alberto [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Educational history theorists such as André Chervel, Dominique Julia, Antonio Viñao and Ivor Goodson argue that research in the history of school subjects provides an internal look at school by addressing its practices and behaviors, helping to elucidate elements of school culture. Such a conception helps us to think about how chemistry teaching was established, in the teaching practices already proposed, in the construction of our relationship with science and technology. In this research, which aims to raise elements of school culture by analyzing the history of the Chemistry discipline of the Escola Normal de São Paulo, the study was conducted through documents such as crafts, laws, programs, meeting minutes, reports, photographs, inventories. , newspaper publications, among other documents, that is, materials linked to the discipline that constitute the school collection and consequently the research corpus. The documentary analysis allowed us to sketch the history of the chemistry discipline and consequently the history of the Escola Normal, since one cannot be detached from the other. The school went through three foundations, and only in the last one in 1880 did chemistry teaching be included in the curriculum. This reflects a political and social change demanded by the society of the time that wished to have a teacher who had basic scientific notions. This conception is accompanied by the requirement that the normalists dominate the intuitive method, and the scientific method was seen as a natural element of this teaching methodology, which made the scientific disciplines receive considerable investment. The first of these was when Professor Paulo Bourroul, acquires the Chemistry Lab and the Physics Office, which provided structure for experimental classes. The teachers who occupied the 5th chair exerted strong influences in the chemistry discipline, impressing their ideals in the construction of the programs. The changes in teaching programs and purposes in the chemistry discipline also accompany the political changes that occur during the study period, in the early years of the republic, the school becomes a symbol, and the chemistry discipline receives investment in infrastructure, making In its more extensive and encyclopedic teaching plan, however, experimental practices play a key role in teaching the subject with its own spaces and classes. The teaching of chemistry was established with a process of valorization of experimental practices, ideals prevailing until the present day for the teaching of science.
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    Experimentação no ensino de química: uma proposta para o ensino de espectrofotometria de emissão molecular
    (Universidade Federal de São Paulo (UNIFESP), 2020-02-20) Lemos, Marcio Peroni [UNIFESP]; Aleme, Helga Gabriela [UNIFESP]; Universidade Federal de São Paulo
    In this research we built a low cost fluorimeter estimated at 80 reais compared to the equipment available on the market with an estimated cost of over 180 thousand reais. This had a simple circuit, based on the detection of light, in the phenomenon of molecular emission spectrometry. After verifying the viability of the low-cost equipment by carrying out tests with it, we proposed an experimental protocol that uses an experiment carried out to determine the quinine content in tonic water. This protocol, with a duration of 4 hours / class, being a prerequisite for participation in a theoretical class (lasting 4 hours / class), was used for the teaching of 21 students of the Science course - degree, from the Federal University of São Paulo. Data collection was also carried out in order to validate this protocol, and pre-and post-test questionnaires, participant observation and an exercise applied at the end of the process were used for data collection. The collected data were classified and organized in a table, for later analysis. The results of the data collection point to an improvement in the students' level of knowledge on the topic. This leads us to conclude that experimentation can be a good alternative and that the built protocol was valid for teaching molecular emission spectrometry. In addition, it was noted that experimentation helped to improve students' practical skills, such as the manipulation and use of glassware, as well as the feasibility of building equipment from studied concepts and phenomena.