Monografia_Química
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/741
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Item Experimentação no ensino de química na educação básica: uma análise das produções acadêmicos do EDEQ(2023-12-04) Silva, Laila Yasmim dos Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Pereira, Zilanir Carvalho; http://lattes.cnpq.br/0153883512211178; Mota, Keila Neves; http://lattes.cnpq.br/0818006410878490The concept of Science is intricate, linking to the organization of natural phenomena and theories of origin. These notions stem from popular knowledge, beliefs, and ongoing research, continually evolving. Experimentation, rooted in history, has played a crucial role in consolidating the natural sciences. This study examines how the productions of the Meeting on Debates about Chemistry Teaching (EDEQ) between 2021 and 2023 address experimentation, exploring methodological and pedagogical dimensions, identifying conceptions, and typologies of experimental practices. Experimentation, considered a complex approach rather than merely a practical activity, stands out as an essential part of chemistry education, transcending the traditional view of an isolated tool.Item Repositório de tecnologias educativas digitais no ensino médio para aprendizagem de química no contexto da pandemia de Covid-19(2023-06-28) Pedroso, Kamila dos Reis; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Silva, Viviane Gomes da; http://lattes.cnpq.br/3840356643382333; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Pereira, Mirlem Rodrigues Ribeiro; http://lattes.cnpq.br/7978282398335969This work was developed during a Scientific Initiation project, with a scholarship from CNPQ. The topic arose from the urgent need of the Covid-19 pandemic, which made it impossible to have in-person classes at IFAM, Brazil, and worldwide. For this reason, the opportunity arose to develop a Repository of Digital Educational Technologies in Teaching for learning Chemistry in the context of the Covid-19 pandemic, aiming to support the teaching of chemistry in high school through Digital Educational Technologies in the context of the Covid-19 pandemic. The study is characterized as a qualitative research, with a descriptive and exploratory nature. Data collection was carried out through an online questionnaire on Google Forms, which was answered by Chemistry teachers in technical high school education, from the three campuses in the capital of Amazonas at IFAM (Manaus Centro, Distrito Industrial, and Zona Leste). The research results showed that 88.9% of IFAM teachers were satisfied with the use of digital educational technologies during the period of social isolation, as they proved to be an essential resource for the continuation of classes and the interaction between teachers and students. However, 11.1% of the respondents expressed dissatisfaction with the use of digital educational technologies, indicating that not all resources are consistent with the needs of the classroom, especially in the case of remote teaching. Therefore, it is important to select and group in a repository the digital educational technologies chosen and tested by high school chemistry teachers during the pandemic, which can assist in the teaching and learning process, both in virtual and in-person settings, helping the teacher to choose which resource is suitable for a particular lesson. Thus, the research highlighted the importance and possibilities of using ICTs to support the learning of chemistry during high school.Item Contribuições da abordagem CTS no ensino de química: uma possibilidade para a educação de jovens e adultos(2023-12-06) França Júnior, Antônio de Andrade; Costa, Kátia 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; Oliveira, Lyege Magalhães; http://lattes.cnpq.br/6690728944762905This course conclusion work is the result of an exploratory bibliographical research that analyzes the contributions of the Science, Technology and Society (CTS) approach to chemistry teaching, especially in Youth and Adult Education (EJA). Seeking to answer how the CTS approach can contribute to teaching and learning in chemistry. The research uses a qualitative approach. The content analysis was developed according to Bardin (2016). To this end, this study verified the need and possibilities of the CTS approach in teaching chemistry for the formation of critical and reflective citizens. Therefore, the results show that the use of the CTS movement as a teaching resource in chemistry classes contributes significantly for a better understanding of chemistry concepts.Item Atividades experimentais no ensino de química: o olhar dos estudantes em uma escola pública de Manaus(2022-06-29) Simão, Karolyn Rabech Silva; Magalhães, Mayara Letícia Paiva; http://lattes.cnpq.br/8774951816729767; Magalhães, Mayara Letícia Paiva; http://lattes.cnpq.br/8774951816729767; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106This research seeks to contribute to the improvement in the teaching and learning of chemistry, through the use of experimental activities with students from the 1st year of high school in a public school in Manaus. It seeks, therefore, to provide an understanding of chemical phenomena through experimental activities, perform an analysis of the students' view of the practice of these phenomena in the classroom and present a proposal for the use of simple experimental activities with low-cost materials. The research is characterized as a descriptive and exploratory study, with a qualitative and quantitative approach. As instruments of data collection, questionnaires were applied and the data were expressed in graphs. As a result of this research we can report how experimentation in teaching is of fundamental importance for meaningful learning, awakening a strong interest among students, and being one of the fundamental tools for the teaching-learning process. These results were evidenced by the students' view of the experience of participating in the proposed practical class.Item O ensino de química: uma análise sobre a importância da experimentação nas aulas de química do ensino médio(2022-12-13) Silva, Celyane Gabriele da Silva e; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346; Barros, Maxiliano Batista; http://lattes.cnpq.br/5680339300688041The following research shows an analysis about the value to introduce experimental chemical class joint of contente presentes into the classroom to create a connection with theory and practice, where the teacher can show the bond between study approached with a daily students class. The experimentation in the process of teaching-learning comes often used to show one science and/or chemistry less absent for who is learning, the practice classes works as visualization method and testify the theory and concepts as support for cheer up and excite the students turning something such attractive and which make more students cleaver in to the process of investigation. Heading this goal research, we aim for the main difficulties faced for the teacher in the execute process practice in their classroom, and also na outlook of students about the practice class of chemistry instruction. This research has explorer feature with emphasis on qualitative analysis. It was used as the methodology a quis for the students of a public high-school in Manaus, where was asked about their ideas about experimental class and leaving their opinion for those classes. Many schools presente a lack of solid place and materials for the experiments practice, by the way many teachers talk about the lack of time for for this kind of exercise and the crowded classroom. However, we can determine that for a good mode to get concentrate students to have a teaching process is because of effectiveness of experiments which can bring more easily to the classroom and reply at home, mainly in the application of experiments with low cost materialsItem A experimentação no ensino de química: reflexões a partir dos trabalhos do ENEQ(2021-12-16) Barros, Dorvanei Maciel; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346This monograph addresses the theme of experimentation in teaching chemistry. We started with the following questioning: how is experimentation in high school chemistry debated at the National Meeting of Chemistry Education (ENEQ) in the period from 2012 to 2018?. Included in this study were theoretical discussions and dialogues on experimentation in teaching subsidized by Chassot (2003), Trevisan (2008) and Maldaner (2003). The general objective was to analyze the studies related to experimentation in high school chemistry. To achieve this general objective, we discussed the way experimentation is worked on in high school chemistry and analyze how experimentation is discussed in the articles published in the thematic axis Experimentation in Teaching in ENEQs from 2012 to 2018. The corpus The study was composed of the minutes of the ENEQs as documents forged by researchers, professors and scholars in the field of chemistry education. In the analysis within the theme, it was found that of the 106 selected works, 27% contemplated the approach of experimentation by demonstration, 21% by verification and 52% by investigation. The study requires continuing investigation of experimentation in teaching chemistry to understand the effectiveness of each experimentation approach in the high school context.Item Circuito de química inorgânica: uma aplicação do jogo didático no programa de iniciação à docência (PIBID)(2021-12-16) Rodrigues, Agnes Bentes; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Souza, Heliamara Paixão Filizola; Pardo, Clara Ximena Lourido; http://lattes.cnpq.br/9222474513958838Awakening students' interest in learning has become a challenge for educators. In recent years, education has gone through great positive transformations, and games have gained more and more space as a mediating instrument for teaching chemistry learning, that is, recreational activities are increasingly being used as a tool to awaken student interest content, and thus promote greater enjoyment of learning in the classroom. Therefore, in this work a game was made and applied with the aim of being a teaching tool for a high school class. For this, a qualitative research was used, in which data were carried out and surveyed through the application of questionnaires. The making and application of a game resulted in the awakening of students' interest in the chemistry discipline and also led to collaboration and participation, which were not perceived in purely theoretical classes. And so, we can consider that a survey served as a stimulus to educators and students in the use of games in classrooms.Item O ensino de química e a temática meio ambiente no PROEJA: uma abordagem na pedagogia histórico crítica(2021-08-10) Costa, Thiago Gomes; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Campos, Willison Eduardo Oliveira; http://lattes.cnpq.br/9527685304791547; Memória, Francilene da Silva; http://lattes.cnpq.br/4878162538340865This dissertation presents studies resulting from a research in a scientific initiation project experienced with students of the National Program for Integration of Professional Education with Basic Education in the form of Youth and Adult Education (PROEJA - acronym in portuguese). The research entitled ´´The Teaching of Chemistry and Thematic Environment at PROEJA: An Approach to Historical-Critical Pedagogy´´ aims to investigate the teaching of chemistry in order to establish relationships between the theme of the environment and the contents of chemistry in the PROEJA. The pedagogical experience had the collaboration of two chemistry teachers and twenty one students from the Proeja at the Manaus Campus Center of the Federal Institute of Education, Science and Technology of Amazonas (IFAM - acronym in portuguese) and also with the support of two students from the Master's degree in Professional and Technological Education (ProfEPT) to accompany the creation of the fanzine. The results showed that the Historical-Critical Pedagogy proved to be a methodology allied to the educational development of students, the production of fanzines in the context of the Chemistry subject presented itself as a possibility of free expression, at the same time showing the protagonism of students in the learning process.Item Ensino de Química para alunos com necessidades especiais através de recursos pedagógicos inclusivos: a Libras em filmes e vídeos didáticos(2021-11-18) Bernardes Neto, José Ferreira; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Barros, Maximiliano Batista; Pio, Mauro Célio da Silveira; http://lattes.cnpq.br/3457499082138070This work was founded through a bibliographical research, several literatures were consulted related to the subject under study, articles published on the internet and that allowed it to take shape to be fundamental for the Teaching of Chemistry for students with special needs, including a Libras in the field of video. In this way, the inclusion of students with disabilities is appropriate for scientific concepts through information they receive in their habitat. Therefore, we see that students with special needs need the teacher and their pedagogical practice to be objectively redefined, as they communicate through sign language - LIBRAS, which is a preponderant factor for the success in the teaching and learning process of chemical learning. The difficulties in relation to the knowledge of chemistry is the fact that the interpreter does not have knowledge in relation to the contents of chemistry and in this same aspect, as difficulties in relation to the intermediation of knowledge in chemistry for deaf students constitute the use of signs in the classes of chemistry. This work analyzes the inclusion of Libras in videos, for a better understanding of deaf students, in the subject that is given to them in and in the classroom, enabling a presence on equal terms with other students. In this way, students with hearing impairments can have the ability to understand and understand specific subjects, regardless of the subject, with the help of technological means. What accompanies the performance of Libras interpreters would promote the design and production of adapted and low-cost teaching material. Finally, the study shows the need to expand the discussion on adapting these resources in the learning environment.Item O ensino de funções orgânicas oxigenadas: uma abordagem na perspectiva da pedagogia histórico-crítica(2021-02-25) Cunha, Jefferson da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Oliveira Neto, Nilton Azevedo de; http://lattes.cnpq.br/9104921233492029The research has as its theme the teaching of Organic Chemistry, highlighting mainly the teaching-learning process of oxygenated organic functions in high school integrated to the technical course in chemistry at IFAM. This theme is important because it is a content that is very recurrent in the students' daily lives, because when talking about Organic Chemistry we are talking about life, in view of the numerous applications in this area of chemistry such as food, biofuels, cosmetics, medicines, natural and synthetic polymers, etc. In this context, the school must address the content of oxygenated organic functions, highlighting the different dimensions underlying the content, since the applications of organic chemistry, especially with regard to oxygenated functional groups, directly or indirectly influence life and life. social daily life that the student is inserted in. Thus, the study aimed to investigate the teaching-learning process of oxygenated organic functions from the perspective of Historical-Critical Pedagogy (PHC) in integrated high school chemistry at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus-Center. The research used a qualitative approach and involved 25 students from the integrated chemistry class. Critical Historical Pedagogy (SAVIANI, 1986; GASPARIN, 2005) based the construction of a teaching proposal, using audiovisual media (animations) as instrumentation and teaching catharsis. Through the data obtained, it was found that the social, economic and cultural dimensions of the conceptual content of oxygenated organic functions were evidenced in the records written by the students. We found that teaching based on PHC effectively contributed to the teaching-learning process of chemistry as well as the construction and consolidation of an education focused on citizenship.