Uma proposta para o ensino de termoquímica através de uma sequência didática

• Ano de defesa: 2017
• Autor(a) principal: Duarte, Kátia Pereira
• Orientador(a): Barboza, Pedro Lucio
• Banca de defesa: Falcao, Pedro Henrique de Barros , Lucena Junior, Juracy Regis de
• 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: BR
• Palavras-chave em Português: Formação do Professor; Termoquímica; Sequência Didática
• Palavras-chave em Inglês: Didactic sequence; Teacher’s Formation; Thermochemical
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73942

This master’s degree thesis aims to discuss about the difficulties which High School second graders students present on understanding some physicochemical subjects, mainly the thermochemical concept. Chemistry teaching many times get restricted to a memorizing method with rules, data, facts and scientific formulas far from students’ reality and from what they live daily. By observing how Chemistry is taught at schools it is possible to identify that its topics are hard to comprehend due to its complex notions and the rapid increasing of the subject knowledge setting. Moreover, by facing this problems we suggest the thermochemical concept study through a contextualized didactic sequence to work with basic ideas using a problematizing investigative approach dealing with the students’ daily life and analyzing their performance studying the topic mentioned above. Furthermore, the didactic sequence is organized according to the three pedagogical moments Delizoicov e Angotti (1994) propose which present contextualized texts and experiments that demonstrate phenomenons occurred in daily life and whose perceptions and themes are studied in the thermochemical concepts helping through investigation to promote a discussion at class. To comprehend the phenomenon study, we used a qualitative approach and as an apprehension strategy we prepared semi-structured questionnaires and a reporting of observations made during the practical classes in different moments. The didactic sequence was applied with forty students of a public school and the research demonstrated how a differentiated teaching strategy promoted an improvement on the students’ learning process. Through the activities’ development we observed the progression in the scientific language acquisition which was verified based on the students’ answers received on the questionnaire analyzes in several moments of the didactic sequence, thus, it is visible the initial study proposal was efficient in the learners’ knowledge improvement. The research results revealed the altering in the students’ conception that Chemistry studying was problematic and far from their reality and exposed that it is present in their daily life and its situations.