ESTUDO DE CASO SOBRE INTERAÇÕES INTERMOLECULARES PARA APRENDIZAGEM DE QUÍMICA NO ENSINO MÉDIO

• Ano de defesa: 2022
• Autor(a) principal: SILVA, LEDA MARQUES DA
• Orientador(a): Rosa, Elisa Aguayo da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Agrárias e Ambientais; Unicentro::Departamento de Ciências Exatas e de Tecnologia
• País: Brasil
• Palavras-chave em Português: Casos; Interação intermolecular; Aprendizagem significativa
• Palavras-chave em Inglês: Usage of cases; Intermolecular interaction; Significant learning
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1958

Seeking to promote different teaching practices for high school chemistry classes, which aim at more active participation of students, this study case, has the goal of producing a didactic sequence, focusing on a study case named “Scribbles by pen case”. Based on Sá e Queiroz principles, in the intermolecular interaction learning, the case joined characters and a narration about cleaning pen ink scribbles made on a child’s skin using margarine, soap and water. The qualitative and interventionist research was developed through questions and dialogue on 3rd year of High School, in a school at Cantagalo, Estate of Paraná. With the help of David Ausubel, it was observed that the material showed off potentially significant whereas it enlarged what students knew before the experiment. The progress was seen on their understanding about the concept of polarity, yet therms reaction and interaction were not discerned by some students. It was also possible conclude the necessity of more frequent usage of materials that motivate students to develop explanations and establish associations among microscopic, macroscopic and symbolic levels of chemistry phenomena. It was even observed a need of students changing perspective regarding to different strategies usage, as study cases, as well as predisposition to promote a more significant learning.