Origami arquitetônico como recurso pedagógico para a compreensão da geometria espacial de moléculas
In this research, architectural origami clipboards were elaborated and constructed as a didactic resource, with the objective of evaluating its potential as an educational tool in the teaching of Molecular Geometry. The research was based on some theoretical references: Vygotsky's Socio-Inte...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27707 |
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| Resumo: | In this research, architectural origami clipboards were elaborated and constructed as a didactic
resource, with the objective of evaluating its potential as an educational tool in the teaching of
Molecular Geometry. The research was based on some theoretical references: Vygotsky's
Socio-Interactionist Theory, General Theory of Signs of Charles Peirce and the contributions
of researchers of Chemical Education. It was chosen methodologically by a qualitative and
participative research. The data were collected from the accompanying pedagogical proposal,
which included the application of questionnaires, initial and final, to the whole class,
observation of proposed activities in the drawing boards, realization of experimental activity
with origami, field notes, satisfaction questionnaire of the material and a test performed two
weeks later for long term memory verification. The results showed that, when applying a
methodology with this didactic material in a 3rd year high school class of a state public school
in the municipality of Morada Nova - CE, it was possible to verify from the previous
knowledge of the students that they advanced in their learning. Most of them have
consistently assimilated information about the subject, developing spatial abilities such as
mentally rotating a molecule in space, transposing or translating a representation of 2D to 3D
molecules, and vice versa, in addition to perceiving some relationships between properties
and molecular geometry. The students enthusiastically participated in the activities and
presented good cooperation when working in groups, sharing doubts and experiences with
their peers. The presence of the teacher as mediator in this process was of fundamental
importance for the adequate use of didactic material and deepening of the theme developed. |
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