Problemas de aprendizagem sobre ligações químicas para estudantes de graduação

• Ano de defesa: 2010
• Autor(a) principal: Silva, Júlio César Oliveira da
• Orientador(a): Oliveira, Otom Anselmo de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte
• Programa de Pós-Graduação: Programa de Pós-Graduação em Química
• Departamento: Físico-Química; Química
• País: BR
• Palavras-chave em Português: ligações químicas; problemas de aprendizagem; regra do octeto; estrutura de Lewis
• Palavras-chave em Inglês: chemical bonds; learning disability; octet rule; Lewis structure
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/17672

This research aims at identifying the learning problems in newly undergraduate students at university, interpreting the nature and causes of these problems, offering subsidies to overcome these difficulties and enabling a meaningful learning through which students give meaning to their learning. As an object for this work was chosen the theme Chemical Bonds - where were studied the forces between atoms to form molecules, compound ions and ionic crystalline structures - and is characterized as one of the most important subjects of Chemistry. In research, it was used a questionnaire with five open questions, answered by 147 students from the early periods of degrees in Chemistry at Universidade Federal do f Rio Grande do Norte. The answers revealed uncertainty on the part of students, both conceptual and representation, with superficial justifications, always using the octet rule to describe models of chemical bonds. Results suggest that these students had inadequate training in high school and that the examinations for entrance into the ranks were made according to flexible criteria less demanding in terms of knowledge. These observations have led to the conclusion that for future changes, it is necessary for high schools and in the early periods in universities favoring the adoption of pedagogical approaches in context and applying strategies to overcome the teaching of superficial memorization on Chemical Bonds, which probably have applied to the teaching of other subjects of chemistry