Discutindo acidez, basicidade e neutralização : projeto Horta em uma abordagem construtivista

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Alex de
• Orientador(a): Marques, Rosebelly Nunes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação de Mestrado Profissional em Química - PPGQ
• Palavras-chave em Português: Química; Projeto Horta; Ensino médio
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/9452

Usually in classes, there are situations where students find it difficult to understand contents as well as relate them to different contexts in other disciplines and their applications. This occurs when it is assumed that everyone has a full understanding of the subject, and also the belief that everyone learns the same way and at the same pace, ignoring the knowledge that learners carry with them. Teaching involves respecting the construction of knowledge of the scholarly, social, and family trajectory. In this sense, discussing ideas with students may provide an environment of real learning, which is both challenging and motivating. Therefore, the purpose of this work was to study chemical contents, starting with the group's environment, and by this, establishing contact with the prior knowledge, from which the conductive element was the Garden project. Qualitative research was used, seeking to explore the student's prior knowledge about the theme and chemistry issues involving the soil. The work was developed with two daytime high school classes, at the E. E. Dr. Paulo de Almeida Nogueira High School, in Cosmópolis/SP with students between 15 to 18 years old, conducted in fifteen meetings, with pre and post activity surveys, researches, social meetings and field trips. With the learning environment established, giving the proper importance of the assessment of prior knowledge and subsequent research, it was found participation in learning the chemical contents, developed with the school's garden project.