ACTIO: Docência em Ciências

17

Authors: Gabriel Filipe Evaristo, Christian Roberto de Farias Guilherme, Vitor Luiz Campese Gonçalves de Almeida

The content of chemical kinetics is part of Diretrizes Curriculares Estaduais do Paraná, and is often considered abstract due to the absence of auxiliary didactic materials in the classrooms. One of the main problems with this content is the students’ difficulty in understanding the factors that affect the rate of a reaction. To contribute to the solution of this problem, the purpose of this study is the construction and execution of “The Wall Chemistry Game”, an adaptation of the game “The Wall”. In light of this problem and thinking that learning cannot be monotonous, the adaptation of an entertainment model is presented, which consists of an interactive dynamic between four people and can provide a moment of socialization in the classroom to better understand the concepts about the chemical kinetics content. The work development took place in some courses in the Chemistry Degree at a Public University in the South of Brazil. The adaptation consists in the elaboration of materials similar to the television game, which is based on a small wall in which the players throw balls that determine the reward to be added or subtracted from the prize, according to the answer to the question. Questions about the factors that contribute to the speed of chemical transformations, namely: concentration, pressure, contact surface, temperature and catalysts, which were organized in twelve randomly selected cards. For some questions, the players had the chance to perform experiments, which provided a good comprehension about the established reaction. These experiments were inside a “secret box” next to the practical script. Thus, the investigative character in the manipulation of the necessary materials to perform the experiment and understand the concepts of a chemical transformation is emphasized. The didactic game was played by four people during a course of the public university, which made it possible to observe the importance of playful activities related to the chemistry learning process, as well as to evaluate the scope and the limitations of the game. The game also made it possible for players to point out potentialities regarding the interactivity of the product, in addition to a better understanding about the chemical kinetics concepts. In relation to the limitations, it is observed the high demand for time to play the game and also the reduced number of players per match, which is a problem when considering the public schools reality, which have many students in the classroom. It is also noticed that the game meet the current educational demand, in order to attract students through collective and active work so they can better understand some chemistry concepts.

18

Authors: Khalil Oliveira Portugal, Fabiele Cristiane Dias Broietti

The idea of Science as a neutral knowledge, rational, constructed inductively from objective experiments has been criticized since the beginning of the twentieth century. In this investigative context, several researchers have considered Science as formed by a diversity of aspects, such as its empirical nature, creative, guided by prior conceptions, influenced by and influencer of society, etc. Some understandings of senior pre-service Chemistry teachers about the Nature of Science are presented. The data was obtained from the Views of Nature of Science questionnaire, in its form C (VNOS-C)and individual interviews, conducted with the pre-service teachers to analyze their responses, in light of the aspects of the Nature of Science described by Lederman et al. (2002), taken as a priori categories. The analysis of each aspect allowed the elaboration of a table with the description of each subject’s vision about each aspect and then it was possible to observe a general picture of the visions of these students. This study is in addition to others observing the necessity of the discussion about the Nature of Science throughout the teacher training, evidencing that some aspects are little or very little understood by pre-service teachers about to graduate.

19

Authors: Cadidja Coutinho, Raquel Ruppenthal, Vanessa dos Anjos Baptista, Martha Bohrer Adaime

In this article, we investigate ideas that are found when thinking about the environment in a systemic and dialogical way for sustainability. For this, the present work proposes a didactic tool, the ecological mandala, to identify the conceptions that some elementary school students have about the environment. To compose the data, a group of 104 elementary school students from a public school in the northwest of Rio Grande do Sul was invited to answer questions related to the definition of the environment and its composition in the form of drawing in a limited space. For the analysis of ecological mandalas, we sought to identify the existing relationships between the different elements, the systemic conception of the environment (natural, anthropic and / or mixed) that defined the observed situations, and the representation of the environment as nature, territory and / or problem. In addition, the data were subjected to statistical analysis to establish correlations between the variables (age, sex, form of organization, systemic conception and representation of the environment), to verify the dispersion value between the variables and to consider the degree of existing association among them.With the results obtained, it was found that most students understood the proposal of drawing drawings according to the mandala pattern; employed diverse elements, mainly those that refer to natural issues. Likewise, it presented a predominantly mixed systemic conception, and the representation of the environment as nature. It was possible to observe that gender (female and / or male) did not influence any of the responses. The age of the participants, on the other hand, showed a significant correspondence for determining the systemic conception of the environment. Ecological mandalas can represent a didactic approach to environmental education, combining social reality with the ecological dimension. This strategy for assessing the environmental profile can assist in the construction of committed citizens, individually and collectively, as it allows to know the weaknesses and then act to remedy them.

19

Authors: Josiane Carvalho da Silva, Camila Sampaio Nogueira, Noemi Sutil, Eduardo Massahiko Higashi

The demands of integration among areas of knowledge and the linking of school contents with the experiential elements of the subjects can be understood within the scope of the contemporary themes approach in Basic Education. This perspective can aggregate the problem-posing of relations between Science, Technology, Society and Environment (STSE), the positioning and the proposition of alternatives, towards controversial issues. Regarding this educational conception, in this experience report, some analysis are presented concerning the development of an educational proposal within the scope of the Pedagogical Residence of Physics, with students from the third year of a public institution in Curitiba, Paraná, from February to September 2019. These actions were undertaken considering the assumptions of approach of STSE relations and engagement, with theme related to the Production, Distribution and Use of Electric Energy. In reference to this process, the objective is to point out structural, curricular and methodological challenges. Among the developed educational activities, reading processes, discussions, experimental activities and model making stand out. The analysis focused on reports elaborated by residents, materials produced by students in Basic Education (written activities delivered on paper and in Google Classroom; models) and questionnaire. The written materials were analyzed considering elements of Content Analysis. In the data analysis process, aspects of student involvement and correlations with structural, curricular and methodological challenges were highlighted. It was evidenced student engagement in the activities, with recognition, problem-posing and proposition of alternatives to contemporary problematic situations. However, difficulties concerning student participation and the use of mathematical elements were identified. In terms of challenges, there was a need for adaptations and articulations, considering the characteristics of the institutions and the subjects involved; these comprised structural perspective, curricular organization and methodological approach, concerning the break with aspects of traditional teaching. It should be noted that the development of this proposal made it possible for residents to articulate theory and practice, with action and reflection towards the educational practice itself.

20

Authors: Fabio Anderson de Assumpção Silva, Mariana Pelissari Monteiro Aguiar Baroni

We live in an age when several studies are demonstrating that the teaching of mathematics must be done creatively, involving the use of different technologies and making the student the protagonist of the teaching and learning process. This article presents an educational product described as a proposal for teaching matrix concepts with two different activities using an electronic circuit: the Arduino. This proposal was developed to be used with high school students, in the classroom and in an electronics or computer lab. The students of the second year of a professional course integrated with high school in the city of São Paulo participated in the activities of the academic year of 2016. For the research development, we used the qualitative research methodology, being bibliographic research, action research and the application of a semi-structured interview with the participants as methods. As a teaching methodology, we use research and mathematical experimentation in our proposal. The results indicate, mainly, that students consider the class with the Arduino resource more motivating, dynamic and participative, promoting interdisciplinarity with other contents and the association of school learning with everyday life, arousing curiosity and investigative sense in addition to other considerations. The main advantage of our teaching proposal is that it allows students to interact directly with an experiment during math classes.

21

Authors: Marco Aurélio da Silva, Leonardo Baltazar Cantanhede, Severina Coelho da Silva Cantanhede

Basic education, particularly High School, aims not only at professional training, but also seeks the construction of citizenship. Given this, young people should also be offered strategies to stimulate the formation of different points of view and opinions, providing them with both intellectual autonomy and access to the production of knowledge in a collective and collaborative way. In this sense, this process can be understood as cooperative learning. This tool has been presented as a viable alternative for overcoming learning difficulties in disciplines such as chemistry, because they bring improvements in the teaching and learning process, helping to decrease competition, conflict resolution in the classroom and, as a consequence, promoting greater social interaction among students. In this context, the present work used cooperative learning, in the Jigsaw format, applied through a classroom workshop, as a learning tool for the understanding of the chemical content separation of mixtures, with two classes of the 1st year of High School. For the analysis of the efficiency of the method, a learning verification instrument was used as well as an evaluation instrument of the teaching proposal in the format of questionnaires (Likert), which were applied before and after the workshop. There was an increase of 84% in the relative frequencies for the positive responses of the students regarding the content of the learning verification instrument and 94% for evaluation of the teaching proposal, indicating the efficiency of the applied method.

21

Authors: Marcos Fernando Soares Alves, Carlos Alberto de Oliveira Magalhães Júnior, Marcos Cesar Danhoni Neves

The present qualitative research aims to present remarkable features linked to initial teacher training in the Institutos Federais de Educação, Ciência e Tecnologia (Federal Institutes of Education, Science and Technology), herein defined as a new locus of teacher training. For this purpose, based on the CAPES Catalogue of Theses and Dissertations and the Brazilian Digital Library of Theses and Dissertations, we carried out a state-of-the-art type of research on academic theses and dissertations which were under analysis, taking into consideration Content Analysis premises. Throughout the process, we presented and discussed a few of the organizational and pedagogical characteristics of Federal Institutes, highlighting their potential presented in this formative space and the challenges for the consolidation, with quality, of the teaching degrees offered. We have observed that such institutes, despite being recent, present a significant contribution to the teacher education field, but also, that they may still advance as long as their potentials are well-explored.

22

Authors: Ronaldo Silva Borges, Carla Carolina Bandeira, Geraldo Eduardo Luz Jr

This paper describes the application and evaluation of the comic, which addresses the theme periodic table, aiming to evaluate the students' reading mode, the interest in the content covered, as well as their acceptance of the comic. The research was carried out with 60 students, 35 from the first year and 25 from the second year of high school at the Severiano de Sousa School Unit, in the public school system, from Teresina-PI. Initially, the students read the comic, and then answered, in writing, the questionnaire. Student records were the main source of data and were analyzed differently. He answers to the objective questions were expressed in terms of quantities. The justifications were grouped according to their similarities and arranged in different categories, following the principle of content analysis. rom the analysis of the data, it was possible to underline aspects that contributed to the acceptance of the comic by the students, its use in the classroom can be taken into account, through the presence of dialogues and images, context, in addition to chemical information. There was also the clear, objective, contextual and challenging language, which can be assertive in the motivational process of interest to students through reading. In addition, it was found to be a vehicle for pleasant reading, simple, clear, dynamic, pleasant and enriching language, through playful characteristics, which can help to make teaching Chemistry more attractive and useful for learning in a critical and reflective way.

22

Authors: Rosivaldo Carvalho Gama Junior, Ítalo Gabriel Neide

This work addresses the teaching of the indissociation of electricity and magnetism through the integration of experimental and computational activities. This paper is part of a professional master's study in teaching exact sciences, from the University of Vale do Taquari. The study was carried out at the University of the State of Amapá, municipality of Macapá. The objective of this research is to reflect about results obtained in the sequences of practical activities developed with academics from the 4th semester of the Natural Sciences Degree course through the integration of experimental and computational activities in the context with indissociation of electricity and magnetism. The research developed has a qualitative nature. For data collection and analysis, POE guides were applied during the development of pedagogical activities with the use of experimental and computational activities. The results of the experimental and computational activities showed the possibility of its integration, since academics were able to have a non-linear and holistic view of the indissociation of electricity and magnetism and a better understanding of the more specific contents of electromagnetism. It is concluded that the experimental activities and the computational activities aroused the interest, provided the social and intellectual interaction of the students.