Contribuições do Teste de Scott no ensino de química: uma proposta pedagógica baseada na aprendizagem significativa e alfabetização científica
Data
2024-08-29
Autores
Silva, Camilla Turcci da 
Orientadores
Lourenço, Ana Valéria Santos de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho apresenta a investigação e análise das contribuições para o ensino de química ao utilizar em sala de aula prática de ensino baseada no elemento químico cobalto, com enfoque no Teste de Scott, pautando-se pedagogicamente na aprendizagem significativa e na alfabetização científica. De caráter exploratório, a metodologia de pesquisa contou com levantamento bibliográfico, análise de textos e aplicação de sequência didática dentro da temática proposta, para a 3ª série do ensino médio de uma escola da rede privada na cidade de São Paulo, trabalhando conceitos químicos como tabela periódica e ligações químicas, bem como questões sociais, geográficas e bioquímicas, com base no livro e formato temático cobalto. Quanto ao universo a ser estudado, no que tange à população/amostra, foram 21 alunos. Os instrumentos utilizados para a coleta de dados foram questionários, atividades realizadas em sala de aula, experimento, rodas de conversa etc., ao passo que a análise dos dados foi realizada com olhar qualitativo. Os registros foram as próprias atividades desenvolvidas pelos alunos, bem como gravações de áudio/vídeo. O tema gerador de cobalto e seus compostos, possibilitou abordar o teste de Scott – onde é utilizado um reagente contendo cobalto – para auxiliar na identificação de cocaína (nomenclatura IUPAC éster metílico do ácido-(1S, 3S, 4R, 5R)-3-benzoiloxi-8-metil-8-azabiciclo-[3.2.1] octano-4-carboxilíco), um alcaloide presente nas folhas de coca que causa efeitos psicoativos. Esta abordagem permitiu uma contribuição no ensino no âmbito forense, na expectativa de possibilitar uma aprendizagem significativa e, ainda, que o estudante seja alfabetizado cientificamente para atuar como cidadão crítico. Foi possível trabalhar com os subsunçores dos alunos, ressignificando-os e viabilizando mais engajamento por parte discente durante as aulas. Dessa forma, o Teste de Scott possibilitou uma abordagem que leva à promoção de uma aprendizagem significativa e alfabetização científica dos estudantes.
This research presents the investigation and analysis of the contributions to the teaching of chemistry when using teaching practices based on the chemical element cobalt in the classroom, focusing on Scott’s Test, pedagogically based on meaningful learning and scientific literacy. This exploratory research has methodology with bibliographic survey, analysis of texts and statistical data and application of a didactic sequence within the thematic proposal, for the 3rd year of high school, working on chemical concepts such as the periodic table and chemical bonds, as well as social, geographic and biochemical issues, based on the book and cobalt themed format. Regarding the universe to be studied, regarding the population/sample, there were 21 students. The instruments used for data collect were questionnaires, activities carried out in the classroom, experiments, conversation circles, etc., while data analysis was carried out with a qualitative approach. The records are the activities carried out by the students, as well as audio/video recordings. The theme generator cobalt and its compounds made it possible to approach Scott’s Test – where a reagent containing cobalt is used – to assist in the identification of cocaine (IUPAC nomenclature methyl (1R,2R,3S,5S)-3-benzoyloxy-8-methyl-8-azabicyclo[3.2.1]octane-2-carboxylate.), an alkaloid from the leaves of coca that causes psychoactive effects. This approach contributed to teaching in the forensic field, with the expectation of enabling meaningful learning and, furthermore, ensuring that the student is scientifically literate to act as a critical citizen. It was possible to work with the students' subsumers, giving them a new meaning and enabling more engagement on the part of students during classes. Thus, Scott’s Test enables an approach that leads to the promotion of meaningful learning and scientific literacy among students.
This research presents the investigation and analysis of the contributions to the teaching of chemistry when using teaching practices based on the chemical element cobalt in the classroom, focusing on Scott’s Test, pedagogically based on meaningful learning and scientific literacy. This exploratory research has methodology with bibliographic survey, analysis of texts and statistical data and application of a didactic sequence within the thematic proposal, for the 3rd year of high school, working on chemical concepts such as the periodic table and chemical bonds, as well as social, geographic and biochemical issues, based on the book and cobalt themed format. Regarding the universe to be studied, regarding the population/sample, there were 21 students. The instruments used for data collect were questionnaires, activities carried out in the classroom, experiments, conversation circles, etc., while data analysis was carried out with a qualitative approach. The records are the activities carried out by the students, as well as audio/video recordings. The theme generator cobalt and its compounds made it possible to approach Scott’s Test – where a reagent containing cobalt is used – to assist in the identification of cocaine (IUPAC nomenclature methyl (1R,2R,3S,5S)-3-benzoyloxy-8-methyl-8-azabicyclo[3.2.1]octane-2-carboxylate.), an alkaloid from the leaves of coca that causes psychoactive effects. This approach contributed to teaching in the forensic field, with the expectation of enabling meaningful learning and, furthermore, ensuring that the student is scientifically literate to act as a critical citizen. It was possible to work with the students' subsumers, giving them a new meaning and enabling more engagement on the part of students during classes. Thus, Scott’s Test enables an approach that leads to the promotion of meaningful learning and scientific literacy among students.