O uso de experimentos nas aulas de química: uma proposta de atividades práticas segundo a teoria do ensino desenvolvimental

• Ano de defesa: 2024
• Autor(a) principal: Costa, Bruno Neves da
• Orientador(a): Miranda, Made Júnior
• Banca de defesa: Zanatta, Beatriz Aparecida , Soares, Márlon Herbert Flora Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Teoria histórico-cultural; Experimentos; Química; Didática; Ensino desenvolvimental; Ensino de química; Ensino médio; Historical-cultural theory
• Palavras-chave em Inglês: Experiments.; Chemistry; Teaching; Developmental teaching; Chemistry teaching; Middle school
• Área do conhecimento CNPq: Ciência Humanas; Educação
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/5141

The present research, systematized and organized in a thesis, is linked to the research line of Education Theories and pedagogical processes of the master's degree in Education of the Pontificia Universidade Católica de Goiás with the theme: The use of Chemistry experiments in classes: A proposal of practical activities according to the developmental theory teaching. We start from the thought that the practical activities realization can help in the conceptsteaching of solutions concentration and dilution. The dissertation aims to formulate a study activity following Davydov's ideals, promoting thementioned concepts development.The thesis was built from a bibliographic review on activities experimental and the historicalcultural theorymain authors. These themes were worked on in the first two chapters. The first chapter is more specific on the issue of carrying out practical activities in the chemistry teaching, we talk about the practical activities performance, the activities types, the themes, the structure necessary, the experiments types, the places that can be used for practical classes.We talked about limiting and motivating aspects of the experiments at school. The next step was the chapter on the Historical-Cultural Theory, starting with Vygotsky's legacy, demonstrating the variables about the social and historical construction of the individual, the formation of human thought, the external and internal characteristics mediated through social life and culture.In the author's view, internal activity develops from external processes that are built in the social environment. The use of the notion of activity brings us to Leontiev who highlights that it is from human activity that we will have the individual cognitive development, living, living together; having perceptions and thoughts. The individual develops according to the activities he/she performs in his/her historical and social construction. The process of appropriating knowledge happens through social interaction and culture.Learning is seen as a human activity, driven by a goal that happens in a social environment. Davydov and Vygotsky understand learning as intrinsically necessary and universal to the development of human characteristics that do not originate from biological nature, but are historically formed. It is worth mentioning that Davydov's thinking about the study activity is the main pillar for the most authorial phase of the work. In the final stage, after the theoretical discussions, we proposed a series of actions and operations to be carried out by students of the second year of high school.The actions are about the concept of concentration and dilution of solutions; utilizing Davydov's thought about the study activities characteristics that promote student development. Nine operations were proposed, all of them making evident the universal relationship of the concept, applied in concrete situations that are perceived as the universal relationship and generalizations. All operations were detailed within the object of study according to the Theory of Developmental Teaching.Finally, the work leaves as a legacy a proposal for the planning of a study activity using chemistry experiments allied to Davydov's thought; it can be used as a tool for the students development, in the formation of theoretical thinking about the concentration and dilution of solutions