Navegando por Autor "Rocha, Amanda Chelly da"

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Aventuras de Atomildo: guia didático
(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Neto, José Francisco de
Quantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.
Ensinando números quânticos usando gamificação
(2021-11-30) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Anglada-Rivera, José; http://lattes.cnpq.br/5724564590431920; Magalhães Neto, José Francisco de
Quantum numbers arise naturally from the wave equation of physicist Erwin Schrödinger with the function to characterize an electron in the atom. In education, these numbers have caused students some discomfort in relation to learning difficulties, among which we can highlight the issue of abstraction of content, a decontextualized approach and the absence of a historical construction linked to these numbers. Looking for help the teaching of the theme presented, we propose the use of the Atomildo Adventures game, a digital game designed to be used as a technological resource in the learning of quantum numbers, which uses the historical narrative of understanding the atom and the models idealized for explain the structure/organization of electrons in the atom, with reference to the principles of gamification, for 1st year high school students studying Chemistry at a public school in the Manaus city. Gamification is commonly understood as the use of elements contained in games, in a non-game context, with the purpose of motivating and engaging the target audience. During the methodological journey, we adopted a qualitative approach, taking action research of the strategic type as a method, which performs only one application cycle. The data collection techniques and instruments used were bibliographic research, participant observation, questionnaire and interview. Based on structures presented in the literature on how to gamify, we developed as an educational product, a digital game based on the gamification of content that consists of applying game elements and thoughts to change the content so that it looks like a game. The developed resource is inserted in a didactic sequence that has basically four steps. The results show evidence that the game is promising, as it was possible to observe the learning of the content from the perspective of the process of knowing, recognizing quantum numbers and applying its concepts to understand the structure/organization of electrons in the atom. As for the game, it was well evaluated by the students considering several aspects, namely, usability, gameplay, challenge, satisfaction, fun, among others.
O uso de recurso tecnológico no ensino dos números quânticos
(2018-12-07) Rocha, Amanda Chelly da; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Cabral Neto, João dos Santos; http://lattes.cnpq.br/9340150562756599; Valle, Cláudia Magalhães do; http://lattes.cnpq.br/6144588008175975; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046
Because the difficulty in understanding the resources and the concepts of chemistry teaching by the degree of abstraction, chose to use the technological resource as a way to help the student without the capacity of representative construction of circunstance or model. This work aims to enable the significant learning of quantum numbers, especially the principal quantum number (n) through an application developed in App Inventor and based on the pillars of Gamification that has elements capable of motivating the student. The application has the aid of three short videos available on You Tube that approching the evolution of atomic models, especially the Bohr model and Quantum Numbers. In addition, it consists of a question and answer game related to the videos and a ranking system to perform the interaction between the players. For that, the application of a questionnaire containing discursive and objective questions, the application of the game and a dialogue with the students respectively, was used. The results of the diagnostic questionnaire showed that majority of the students conceived it as Rutherford's atom, but described it as the Rutherford- Bohr atom. As for the Bohr Model, it was found that they had a glimmer of the model that was restricted to an improvement of Rutherford. egarding the quantum numbers, they had difficulty in conceptualizing, since they had an idea how to find and who they are. In the application of the game and established dialogue, the students were able to understand both the theories that constitute the evolution of atomic models and quantum numbers through the application that helped to remember the contents already seen and contributed with additional information in a way dynamic and interactive. However, it is worth noting that the greatest difficulty encountered by the students was not to understand quantum numbers, but the evolution of the models throughout history and its relation with quantum numbers, especially the principal. As for the use of the application in the classroom it was possible to perceive the contribution to learning as a technological resource and to analyze the points that need to be revised to aprimorate it.