Mestrado Profissional em Química - PROFQUI
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/ifam/1829
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6 resultados
Resultados da Pesquisa
Other Explorando a cinética química: o potencial dos simuladores computacionais pela metodologia POE(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-25) Leite, Dayanny Mayara Freitas; Melo, Ana Cláudia Rodrigues deThe educational product entitled “Teaching Guide for Teachers – Exploring Chemical Kinetics: The Potential of Computer Simulators through the POE Methodology” is the result of the research project “Exploring Chemical Kinetics: A Practical Approach through Computer Simulators and the POE Methodology”, developed within the framework of the Professional Master’s Program in Chemistry in National Network (PROFQUI) at the Federal Institute of Education, Science and Technology of Amazonas (IFAM). The material is intended for high school Chemistry teachers, with the purpose of supporting the planning and implementation of Chemical Kinetics lessons based on active learning methodologies, especially the POE methodology (Predict, Observe, and Explain). The proposal is aligned with the competencies and skills established by the Brazilian National Common Curricular Base (BNCC), encouraging investigative practices, scientific argumentation, and the use of digital technology in Natural Science Education. It also seeks to encourage the use of accessible digital technology, such as PhET simulators, in order to make teaching more investigative, interactive, and meaningful, valuing students’ prior knowledge and promoting the active construction of new meanings.Thesis Explorando a cinética química: uma abordagem prática por meio de simuladores computacionais e da metodologia POE(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-25) Leite, Dayanny Mayara FreitasThis research is grounded in the Meaningful Learning Theory of David Ausubel and investigates the learning of Chemical Kinetics concepts through the implementation of a didactic sequence structured around the POE active methodology (Predict, Observe and Explain), associated with the use of the PhET computer simulator. The study aimed to investigate how the integration of active methodologies and simulators contributes to the meaningful learning of concepts such as collision theory and the factors that influence reaction rates. The research was conducted with second-year high school students from a public school in Manaus, Amazonas, Brazil, adopting a qualitative approach of an applied nature, with procedures based on Action Research. Data collection included interviews, questionnaires organized as lesson worksheets, and observation records of classroom activities. The POE methodology enabled the analysis of students’ responses and reflections during the Prediction and Explanation stages, providing support for Discursive Textual Analysis. The results indicated advances in the mobilization of prior knowledge, in the understanding of factors that affect reaction rates, and in the development of more elaborated explanations, evidencing indications of meaningful learning. As an educational product, a teaching guide for teachers was developed, proposing an investigative approach that values students’ prior knowledge and promotes meaningful interactions in the teaching and learning process.Other 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 dosThe 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.Thesis A química das emoções como tema gerador na promoção de uma aprendizagem efetiva em funções orgânicas(Instituto Federal de Educação, Ciência e Tecnologia do Amazonas, 2026-03-18) Sampaio, Ana Nirla da SilvaThe study aimed to analyze the impacts of a didactic sequence based on the Three Pedagogical Moments, grounded in the principles of Paulo Freire’s critical-liberating pedagogy, for teaching oxygenated and nitrogenated organic functions, using the generating theme “The Chemistry of Emotions,” in the context of high school education at a public school in Manaus, Amazonas, Brazil. This is a qualitative study of the action research type, developed with a group of 40 third-year high school students, which enabled the teacher-researcher to act directly within the school context while reflecting on her own pedagogical practice in a continuous action– reflection–action process. The development of the investigation followed the stages of the action research cycle (planning, intervention, observation, and reflection), involving the application of an initial diagnostic questionnaire, individual and group activities, field diary records, researcher observations, and students’ written productions throughout the implementation of the didactic sequence. The data produced were analyzed through Discursive Textual Analysis, as proposed by Moraes and Galiazzi (2016), based on the processes of unitarization, categorization, and metatext production, which made it possible to understand the meanings attributed by students to the concepts addressed. The results show that the proposal contributed to bringing students closer to content traditionally perceived as abstract by relating Chemistry to emotional aspects present in their daily lives. In the initial pedagogical moments, students established associations between emotions and neurotransmitters, albeit in an initial and sometimes simplified way, revealing both the influence of common sense and processes of conceptual resignification mediated by teaching practice. In the third pedagogical moment, focused on the application of knowledge, advances were observed in the identification and naming of organic functions in the structures of neurotransmitters and hormones, as well as a greater use of structural criteria, although some conceptual difficulties persisted, especially in identifying the ester function. These difficulties are understood as part of the learning process, in line with the Freirean perspective, which values error as a constitutive element of knowledge. As a result of the research, a didactic material entitled “The Chemistry of Emotions: Organic Functions in the Emotional Context of Students” was developed, aimed at Basic Education teachers and organized according to the Three Pedagogical Moments. It is concluded that the thematic approach adopted fosters a more contextualized, meaningful, and humanized Chemistry teaching, by recognizing students as historical, social, and emotional subjects capable of attributing meaning to scientific knowledge.Coleção