Ferramenta de auxílio no processo ensino-aprendizagem: eficácia da utilização de kit educacional no primeiro ano do ensino médio na disciplina de química

• Ano de defesa: 2011
• Autor(a) principal: Almeida, José Ricardo Lemes de
• Orientador(a): Boggio, Paulo Sérgio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: Aprendizagem; Ensino regular; Química; Habilidade visoespacial; Modelos físicos; Geometria molecular
• Palavras-chave em Inglês: Learning; Regular school; Chemistry; Visual-spatial ability; Physical models; Molecular geometry
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22500

One of the difficulties in teaching Chemistry is establishing relationships between representations of the microscopic and the macroscopic levels while exploring a concept. Earlier studies have shown that the use of computer or physical visualization tools result in a more efficient learning of these concepts. It is believed that part of the positive effect is related to training visual-spatial abilities. Based on these studies, this research sought to investigate the impact of an educational intervention on the accomplishments of tasks that measure visual-spatial abilities. A group of 56 students paired by gender was divided randomly into two groups. One of the groups received an educational intervention using a kit for building a tetrahedron; the other group received a list of exercises of molecular geometry. To evaluate the effects of the proposed intervention, students were asked to take part of two mental rotation tests of three dimensional images after each intervention. In one of them, the stimuli were images of molecules, and in the other they were solid three dimensional objects; the images appeared at different rotations on a computer screen. The task was to say the name of the molecules and, in the case of the objects, compare them to other objects that had not been rotated. The tests were applied using equipment that registers eye movements (Tobii® 1750). The analysis was based on response time, right answers, wrong answers, and strategies of eye movement to follow stimuli. The main results showed a larger number of right answers in the group that used the kit, both in the test with images of molecules and in the test of geometric objects. These results lead us to believe that the kit was effective for the visualization of molecules, becoming an important teaching tool in Chemistry. Besides, the effect of the kit in tests of three dimensional objects pointed out to the positive impact that this strategy had on the visual-spatial abilities in general.