Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Nebesnik, Kellyn Maria
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| Orientador(a): |
Rosa, Elisa Aguayo da
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Química (Mestrado)
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| Departamento: |
Unicentro::Departamento de Ciências Exatas e de Tecnologia
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1602
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Resumo: |
Case studies are narratives used as a teaching method, which give the student an active role in learning and which develop their ability to solve problems, bringing the content closer to real professional contexts. Similarly, the problem situations are characterized as a didactic proposal in which the subject carries out a precise learning by mobilizing resources, decisions and schemes to carry out the task. In view of this perspective, the main objective of this work was to develop a didactic material using case studies and problem situations about carbonyl compounds, for use in the discipline of Organic Chemistry, in an undergraduate course. The methodology used in this study focused on the qualitative approach, with an outline of exploratory and methodological research. Via analysis in books and articles, viable themes were selected to be transformed into narratives or problems and formulated according to criteria published in the literature. Subsequently, the integrative text was developed followed by other attributes in order to offer some kind of context to the theme. Afterwards, the proposed material was evaluated by professors in the area of Organic Chemistry, considering its feasibility for teaching and learning reaction mechanisms of carbonyl compounds. The results show that it was possible to transform the content of carbonylates into problem cases and situations and that these can be an alternative to traditional ways of teaching, causing a more investigative method of teaching and learning, while placing the learning content in relevant and real contexts of the profession. It appears that the pedagogical and specific knowledge dimensions are more articulated, motivating the methodological diversity and the construction of Organic Chemistry knowledge in Higher Education. |
