Navegando por Autor "Paiva, Antônia Jaqueline Vitor de"

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Estratégias didáticas para o ensino dos elementos químicos e suas propriedades
(2019-12-06) Paiva, Antônia Jaqueline Vitor de; Costa, Katia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069
Periodic table has long been taught in such a way that students are forced to memorize the symbols of chemical elements, names and numbers, without due consideration of the usefulness of these elements in the students experience. Thus, the need arises to propose methodologies that surpass the plaster teaching memorization of the periodic table. This work aimed to develop a learning project using didactic strategies for teaching the chemical elements in the classroom, encouraging students creativity and contributing to the teaching of chemistry. The didactic strategies used were comics and a didactic game. The projet was developed at School Maria da Luz Calderaro, in a class of the first year of high school, totaling 37 students. Initially, a previous questionnaire was applied, followed by the interventions that took place through lectures and dynamic exercises, elaboration of comics with the chemical elements as illustrative characters and the didactic game entitled "Path of the chemical puzzle". To verify the didactic resource employed, a post-intervention questionnaire was applied with the same questions as the previous questionnaire. In the comics it was found that they were very interesting in which each demonstrated a different plot, and can classify this stage of the project as fruitful, productive and creative. The game was the form of assessment, which assessed student participation and commitment to help win the game, the moment provided a more pleasurable assessment for students, as well as remembering everything they learned about content what is important for meaningful learning. Results demonstrate significant evolution in the students conceptions about the chemical elements and their properties after the application of the didactic strategy. The answers of some students were concrete and the ideas more structured compared to the answers that were given in the previous knowledge stage showing that the interventions made with the students helped to clarify doubts expressed by them. It is hoped that this study can contribute to the teaching of chemical elements and their properties in teaching, participating in the training of students and helping teachers to streamline their teaching activity.