O café como tema gerador para oficina de ensino de Química
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Data
2018-03-05
Autores
Siqueira, Kelly Grace Rizzi
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Universidade Federal do Espírito Santo
Resumo
Society over the years has lived transformations in the way of teaching and learning from individuals. In this way, there is a need for teaching-learning methodologies and strategies that are meaningful to the student's reality. Even shifted to its time and purpose, the traditional school endures. Perhaps, this is due to many teachers not being aware of how to apply another type of education that comes to contemplate the student's experiences. In this sense, the purpose of this work is to analyze the effect of the use of teaching workshops developed for the contextualization of the content of chemistry "solutions", associated with a regional theme, the café, in a state school of the municipality of Jaguare/ES. The choice of the theme "Coffee" is because the municipality is one of the great producers of this culture and this, consequently, is linked to the reality of the students. The elaboration of the workshops was based on the 3MP (2008) and The Cooperators (2007) and the methodological guidelines of the "three Pedagogical Moments" (Delizoicov) and collaborators (2009). The workshops were intended to introduce the content "solutions" to the students of junior 11th in high school. Three workshops were applied with the following themes: chemical composition of the coffee; Solubility of coffee; and coffee concentration. The order of application of the workshops was developed, gradually, whose concepts were presented by means of questioning, construction and application of knowledge. During the workshops, experiments were developed using recycled materials, debates, exercises and manual work. The research, of a predominantly qualitative character, was developed using instruments for data collection, such as: Previous and final questionnaire, exercise list, text production and the observations of the teacher-researcher. Based on the analysis of textual production, based on the content analysis, six categories were obtained highlighting the concepts and ideas expressed on the content proposed by the workshops. These categories are: chemical characteristics of coffee; definition of a solution; solute and solvent definitions; notion of solute / solvent ratio; they approached the notion of chemical affinity; and temperature: a factor that affects solubility. In general terms, the protagonism of students during the teaching-learning process, developing social interaction and providing the opportunity to make the connection between practice and theory was very effective. The proposal was well accepted by students and the goal of providing students with new knowledge was successful, given that some conceptual definitions at the microscopic and theoretical level of chemistry have not been fully assimilated. However, it is considered that teaching workshops with a regional thematic clipping has proved to be a possible resource to be worked in a regular school in the state and bring dynamism and greater participation of students in chemistry classes.
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Palavras-chave
Meaningful learning , Everyday in chemistry teaching , Teaching moments in teaching , Aprendizagem significativa , Cotidiano no ensino de química , Momentos pedagógicos no ensino
Citação
SIQUEIRA, Kelly Grace Rizzi. O café como tema gerador para oficina de ensino de Química. 2018. 132 f. Dissertação (Mestrado em Ensino na Educação Básica) - Programa de Pós-Graduação em Ensino na Educação Básica, Universidade Federal do Espírito Santo, São Mateus, 2018.