Contextualização, experimentação e aprendizagem significativa na melhoria do ensino de cinética química

• Ano de defesa: 2016
• Autor(a) principal: Batista, Jhonnata de Sousa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Contextualização do conteúdo; Aprendizagem; Cinética química; Química - Estudo e ensino; Ensino -Metodologia
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/21893

The use of oral exposure as unique teaching methodology and the textbook as the sole source of research transforms students into mere spectators in the process of teaching and learning. The use of contextualization and experimentation gives the opportunity to the students to become a builder of their own knowledge, leaving the condition of a spectator and making a significant learning. This research, entitled “Contextualization, experimentation and meaningful learning in improving the chemical kinetics teaching,” has the general objective to analyze the teaching and learning, through an experimental contextualized approach focusing on meaningful learning, applied to teaching chemical kinetics in the 2nd year of high school. In this context in which the search for the new has become increasingly constant and challenging, it is a responsibility of the teachers in the performance of their teaching find methodologies that transform the accumulated knowledge of the sciences on something that fascinates and influences the behavior of the students. The main question of the research was based on the application of a contextualized teaching methodology, through educational sessions and experimentation related to the regional daily lives of students, data were collected through questionnaires, tests and portfolio. The public was two groups of 2nd year, one of effective work and another of control, with total of 72 students from the high school Danísio Dalton Corrêa da Rocha, located in Barreira in the state of Ceará. The study concludes that the experimental contextualized approach focusing on meaningful learning proved to be efficient in the process of teaching and learning and favored student learning, it should be noted that the evaluation of learning is not only observed due to the notes, but also the students' attitude towards knowledge, their participation in the classes and the civic education. Moreover, it contributed significantly to the approach of chemical kinetics content, providing opportunities for autonomy and leadership in the classroom; promoting further discussion of environmental issues and the establishment of group relations to promote the development of skills such as leadership, responsibility and cooperation.