A música como instrumento lúdico na aprendizagem das interações intermoleculares dos compostos orgânicos
The use of music has been increasingly widespread as an alternative teaching and learning strategy. In this context, this research work has used the production of parodied musics, as a playful activity, for the teaching content intermolecular interactions of organic compounds, in line with some c...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31437 |
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| Resumo: | The use of music has been increasingly widespread as an alternative teaching and learning
strategy. In this context, this research work has used the production of parodied musics, as a
playful activity, for the teaching content intermolecular interactions of organic compounds, in
line with some conceptions educational of Vygotsky, Saviani and Libâneo, and mainly in ideas
of Paulo Freire pedagogy. According to Junqueira and Maximiano (2020) and Miranda,
Braibante and Pazinato (2017), students of basic education present difficulties in associating
scientific concepts with the phenomena observed in daily life, to understand the connection
between the microscopic and macroscopic levels of intermolecular interactions and the
physical-chemical properties of substances resulting from these. Therefore, a sequence of
activities was developed in order seeking to contribute to the learning of this content to 41
students in a 3rd grade class of high school, belonging to a State Public School, located in the
city of Russas/CE. To this end, a qualitative methodological approach was carried out using
the action research method. The elaboration of the parodies by the students occurred after the
identification of the affinities with the concepts coming from the intermolecular interactions,
under the orientation of the Professor/researcher. Questionnaires were used to obtain data, in
addition to the use of Textual Discursive Analysis (ATD) for the analysis of data referring to
the letters of parodies. The results obtained indicated that the production and socialization of
musical parodies favored the teaching and learning process, since they motivated students to
engage in the construction of scientific knowledge. The academic product of this work
resulted in a Proposal for Teaching Chemistry and videos of musical parodies, so that teachers
can use them in a viable way to build knowledge. |
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