Licenciatura em Química
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/740
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7 resultados
Resultados da Pesquisa
Item A utilização de indicadores naturais ácido-base no ensino de ciências para alunos do 9°ano do ensino fundamental em uma escola estadual(2023-12-05) Pantoja, Raiany do Nascimento; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Villani, Fernanda Tunes; http://lattes.cnpq.br/7767105531688783; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240Natural pH indicators consist of extracts or dyes extracted from vegetables, using water or ethanol. However, those responsible for enabling the color change in acidic solutions, such as vinegar and basic solutions, such as bleach, are anthocyanins. Pigments found in vegetables, which allow this change every time an acidic or basic product comes into contact with the indicator solution. Therefore, using these natural indicators to contextualize the subjects of acid and base allows the science teacher to work on the concepts in an interactive way with the students, not restricting themselves to the use of laboratory materials or substances. In this context, the present work aims to apply an experimental lesson in the classroom, using the natural indicators of red onion (Allium ceppa L.), turmeric (Curcuma longa L.) and pitaya (Hylocereus polyrhizus) to work on the subject of acid base with 9th year elementary school students. Therefore, this research is a descriptive research, with a qualitative-quantitative approach, where the experiment and questionnaires (pre-test and post-test) were applied to a 9th year elementary school class at a state public school. located in the city of Manaus–AM. The results of the analysis of the pre-test questionnaire showed that the theoretical class alone was not enough for students to learn acid and base, as students were only able to filter some parts of the subject presented in the theoretical class. Therefore, it is necessary to use practical classes with natural indicators to better understand the subject. Due to the facts mentioned, it is concluded that it is important to use the practical class with natural indicators, to contribute to students' learning about the acid and base content.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 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 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/7306319356578553This 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.Item O ensino de reações químicas inorgânicas por meio de videoaulas: uma aplicação em um curso técnico de nível médio(2019-11-05) Ladislau, Marcos Tulios Frota; Barroso, Hileia dos Santos; http://lattes.cnpq.br/9129624703082537; Oliveira, Dorian Lesca de; http://lattes.cnpq.br/1334429929720379; Barroso, Hileia dos Santos; http://lattes.cnpq.br/9129624703082537; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Lira, Wallace; http://lattes.cnpq.br/7834505234728150Experimental classes are essential in the teaching-learning process, be it for any discipline and at any level of schooling, the practice arouses in the student greater interest and involvement in content, but in general, most school environments is facing certain difficulties in their especially in disciplines such as chemistry that have as obstacles: the absence of an adequate laboratory, a lack of reagents and equipment, and the limited time available to perform the procedures safely. Faced with this, many teachers do not use the experimental class in their daily lives, but can use other means to overcome these difficulties. The video is a tool of information technologies and communication, which this work intends to show as a viable alternative for the teaching of inorganic chemical reactions. In this way, a video with an approximate duration of 10 minutes was produced on this subject, which was applied in a class of the 1st year of high school integrated in Informatics in the Instituto Federal de Educação, Ciência e Tecnologia do Amazonas. First of all, a diagnostic questionnaire was applied before the video and an evaluative questionnaire after the video, in order to verify what contributions this tool has in the teaching-learning process of this content. In the face of the difficulty that students have about Chemical Reactions, many times, related to the fact that it requires them knowledge at macroscopic level, microscopic and symbolic, can be seen through the results obtained in the questionnaires, a significant evolution in learning content, the notes of the evaluative questionnaire showed a 100% increase on the notes of the diagnostic questionnaire. It can be seen, therefore, that video can be used as an educational tool that contributes effectively to teaching and can substitute experimental classes with even certain advantages in relation to them.