Navegando por Autor "Santos, Ana Lúcia Mendes dos"

Agora exibindo 1 - 5 de 5

A química das emoções: funções orgânicas no contexto emocional dos estudantes
(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-18) Sampaio, Ana Nirla da Silva; Santos, Ana Lúcia Mendes dos
The educational product entitled “The Chemistry of Emotions: Organic Functions in the Emotional Context of Students” consists of a didactic manual designed for high school teachers, aiming to present the concepts of organic functional groups through the relationship between science, human emotions, and students’ lived realities. Grounded in Paulo Freire’s critical-liberating pedagogy and structured according to the Three Pedagogical Moments (problematization, knowledge organization, and knowledge application), the material proposes a methodological approach that begins with students’ emotional experiences, such as anxiety, happiness, stress, and motivation, using neurotransmitters and organic substances associated with emotions as generating themes. The manual provides a theoretical foundation regarding the adopted teaching strategies, a contextualized didactic sequence, investigative activities, interactive proposals, and formative assessment instruments, fostering the development of student autonomy, critical awareness, and engagement. By articulating contents related to oxygenated and nitrogenated organic functional groups with emotional phenomena experienced by young people, the educational product promotes meaningful, interdisciplinary, and humanizing learning, contributing to overcoming the traditional and demotivating view of Chemistry. Therefore, this material is configured as a tool for transforming teaching practice, aligned with the Brazilian National Common Curricular Base (BNCC) and with contemporary demands in Science Education.
Abordagens alternativas sobre tabela periódica através dos jogos lúdicos: “quem sou eu?” e Quiz periódico
(2019-12-06) Ferreira, André Gustavo Farias; Cavalcante, Luyara de Almeida; http://lattes.cnpq.br/2318587018030774; Cavalcante, Luyara de Almeida; http://lattes.cnpq.br/2318587018030774; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069
The study of chemistry is present in many places because its properties, transformations and materials surround our environment. Studying chemistry goes far beyond numbers, formulas, and abstract theories; it is a logical discipline with ideas and practical applications that influence people's daily lives and lives. It is said that to study chemistry it is necessary to know nomenclatures and representations as a way of understanding the meaning of phenomena. However, this need can be considered exhaustive, so there is a periodic table (TP) to classify the elements and assist in the study and expansion of learning in chemistry and atomic models. With this, the playful games emerged, in order to help and facilitate the learning process of students, however the playful games were not perceived as a pedagogical or educational activity, but today its educational value is widely accepted by society, being accepted as a great helper tool in the educational process. It was two playful games, which were applied in two classes of high school integrated in Chemistry at the Federal Institute of Education, Science and Technology of Amazonas. Initially, a previous questionnaire and a questionnaire after the games were applied, in order to verify the contributions of this methodology in the teaching-learning process. With the accomplishment of the project, it was possible to observe through the results a great evolution in the learning of the content, being thus an effective methodology to assist in the teaching-learning process.
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.
Estudo de caso: ocorrência e importância da experimentação no ensino de química em uma escola pública da cidade de Manaus
(2017-02-16) Almeida, Laudjohnson do Vale; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069; Villani, Fernanda Tunes; http://lattes.cnpq.br/776710553168878; Freitas, Cínthia Régia dos Santos; http://lattes.cnpq.br/7306319356578553
This work was developed with the middle school students of a public school in the city of Manaus in the year 2015, during the supervised internship through observation and follow-up, thus arising from the need to show occurrence and importance of experimentation in the teaching- learning. To carry out the study, a didactic sequence elaborated according to Zabala (1998), based on the sequence of unit 2, was used as a method. The sequence was developed with six high school classes, started with a questionnaire. With the accomplishment of the work, it was possible to perceive that the students were able to understand what was happening during the experimentation, and to assimilate with the theoretical content studied. In this way it is possible to associate the social interaction that favors the process of discovering Vygotsky's knowledge (1988) with the reality lived in this work. Therefore, it is extremely important to experiment in the teaching of Chemistry, since it arouses a strong interest among the students, showing that chemistry in the daily life is a coherent trategyfor the teaching-learning process.
Experimentação e utilização de simuladores virtuais: abordagens alternativas para o ensino de ácido e base no ensino médio
(2018-12-07) Silva, Samuel Oliveira da; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069; Santos, Ana Lúcia Mendes dos; http://lattes.cnpq.br/4731643147452069; Valle, Cláudia Magalhães do; http://lattes.cnpq.br/6144588008175975; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046
One of the most controversial and widely discussed pedagogical ideas in research in the area of teaching and education by professors and undergraduate students is the great difficulty that high school students face in the process of learning the contents of the discipline of Chemistry. Such difficulties found inside and outside the classroom such as the lack of interest of the students and teachers and the lack of contextualization of the contents of Chemistry with the daily life of the students has led many researchers to think about new alternative teaching and learning methodologies. Chemistry is a science where its knowledges are linked to the practice of experimental activities that aim to make the contents less abstract and difficult to understand. In this perspective, this work sought to investigate and analyze the impacts of the use of experimentation, and in a cooperative way to complement this activity with the use of virtual simulators in the classroom. This is a descriptive-exploratory research (case study), with a qualitative-quantitative approach, where the experiment and the simulator were worked in a high school class in a public school located in the city of Manaus / AM. The relative data about the acceptance and evaluation of these methodologies by the students were carried out through questionnaires and notes. Based on the obtained results, it was verified that the strategies used were efficient, since all the students understood the scientific concepts correctly, being therefore a great alternative to overcome some problems faced in the learning process learning the contents of acids and bases. It was also observed that such methodologies led students to act as researchers, with interactive and questioning attitudes among their classmates.