Produção artesanal de queijo de coalho: Uma temática sociocientífica para o ensino de Química no Ensino Fundamental

• Ano de defesa: 2019
• Autor(a) principal: Batista, Maria Elidiana Onofre Costa Lira
• Orientador(a): Dantas Filho, Francisco Ferreira
• Banca de defesa: Almeida, José Joelson Pimentel de, Marcelino Júnior, Cristiano de Almeida Cardoso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Formação de professores; Dificuldades de Ensino-Aprendizagem; Ensino de Química
• Palavras-chave em Inglês: Difficulties of Teaching-Learning; Chemistry teaching
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/4138

The purpose of this research was to diagnose what contents of Chemistry teaching students feel more difficult and, from this, to plan and apply pedagogical activities that incorporate socio scientific questions with a focus on the problematizing approach of subjects related to students' daily life in Chemistry classes in Teaching Fundamental. In this approach, it is understood that the contents need to be seen in a reflexive way, arousing in the student the critical spirit, the curiosity and the cognitive development in the teaching of Chemistry. In this perspective, the introduction of socio-scientific questions in the teaching of Chemistry was made from the approach of the thematic that involves the production of cheese. The interest arose from the researcher's experience in the school space when faced with the difficulties of the students and the desire to innovate their teaching practice. The research was carried out in a state public school of Elementary School in the municipality of Soledade-PB and the target public was formed by 36 students of the 9th grade. The proposal was presented and applied to the students in 2018 with duration of 10 classes and contemplated the content "Elementary Concepts of Matter" (Mixtures and their fractions). It was a qualitative research. The acceptance of this pedagogical strategy was evaluated by questionnaires applied to the students who participated in the process and experienced it. As a data collection instrument, questionnaires were applied to evaluate the teaching of Chemistry and the didactic strategy presented. The data were systematized and interpreted in the light of the theoretical reference. The results referring to the students' notes after the application of the evaluative questions, pertinent to the content "Elementary Concepts of Matter (Mixtures and their fractions) indicate that, under the conditions evaluated, only three students took notes smaller or equal to 5.0; nineteen students reached grades between 6.0 and 8.0 and fourteen students reached grades between 9.0 and 10.0. Regarding the students' answers regarding the evaluation of the proposal, we can conclude that the great majority approved, and it was concluded that the use of socio-scientific topics in the teaching of Chemistry facilitates learning.