As TICs MarvinSketch e ChemSketch e sua contribuição no processo de ensino-aprendizagem da Química Orgânica no Ensino Médio

• Ano de defesa: 2017
• Autor(a) principal: Costa, Carlos Helaidio Chaves da
• Orientador(a): Dantas Filho, Francisco Ferreira
• Banca de defesa: Andrade, Silvanio de , Mazze, Fernanda Marur
• 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: Química orgânica; Software MarvinSketch; Tecnologia educacional; Software ChemSketch
• Palavras-chave em Inglês: Organic Chemistry
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3151

The practice of chemistry teaching in basic education, using the traditional model, becomes tedious and it is not very attractive to students, as far as the context and reality are away, without connecting the concepts taught in daily life. The insertion of Information Communication Technologies (ICT) in Chemistry teaching aims to reduce the learning difficulties of relevant scientific concepts to this science. The present study aimed to analyze how the drawing software of structures and nomenclature of chemical compounds assist in the pedagogical practice and in the teaching-learning process of the organic chemistry contents in high school. The survey was developed in two stages: the first one was through a workshop about the MarvinSketch and ChemSketch programs, composed of eighteen students of Chemistry Degree Course at the State University of Paraíba. On the second stage, it was applied the pedagogic proposal for the teaching of carbon chains and organic functions for 36 students of a Technical High School Course at Instituto Federal de Educação Ciência e Tecnologia do Rio Grande do Norte . Both stages were developed in the first half of 2016. It was an exploratory study, applied and action research, with a quali-quantitative approach. The data were collected through questionnaires and evaluation techniques. The results show that teachers in initial formation chose the MarvinSketch program as didactic proposal, because they recognize the software benefits in the Chemistry teaching. The evaluative instrument revealed that the students use of the MarvinSketch program, obtained success on the number of hits. Therefore, it is concluded that the use of this program in chemistry lessons offers students a dynamic and meaningful learning.