Equilíbrio químico em um contexto litorâneo: uma proposta de unidade didática
In the last years, it's been observed a constant debate permeated with preocupations and reflections about actions that can be developed to improve the process of teaching and learning Chemistry. With this, we highlight the importance of the teacher to utilize teaching strategies that allow...
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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/123456789/28244 |
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| Resumo: | In the last years, it's been observed a constant debate permeated with preocupations and
reflections about actions that can be developed to improve the process of teaching and
learning Chemistry. With this, we highlight the importance of the teacher to utilize teaching
strategies that allow the occurrence of a learning with more meaning to the student.
Thereby this research aimed to build, apply and evaluate the development of a Teaching
Unit to approach the topic of chemical equilibrium to the High School students from a
public school at Macau city, state of Rio Grande do Norte. To elaborate the Teaching Unit
we relied on Significative Learning Theory of David Ausubel, and included the context of
the city which is characterized by being a seaside town, what enabled an approach of the
subject of chemical equilibrium based on sea-occurring phenomena. On the development
of the content, we propose the using of diversified strategies like video, text and dialogued
class utilization, presence of field classes and experimentation. On the discussion of the
results we presented qualitative approach elements, once it was possible major contact
with the environment of the application and the participants, while giving emphasis as one
of the collecting data methods. Besides observation, an initial questionnaire was used
with the research participants, field journal, conceptual map and other activities were
performed by the students during classes. The results show that the students were
successful in their activities, demonstrating in several moments evidences of the
occurrence of learning with meaning on the knowledge discussed. Therefore, it is
considered that the development of this teaching unit was able to contribute significantly
to the teaching and learning process of the studied subject, using the local context of the
students, which allowed an approach that goes beyond the content of chemical
equilibrium, raising discussions that could contribute to the development of critical and
inquirer thinking of the reality in which they live, which was evidenced by the own students'
speeches in the developed activities. |
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