Proposta pedagógica baseada no princípio de Polya no ensino de química: aplicação no estudo de sistemas químicos

• Ano de defesa: 2023
• Autor(a) principal: Barbosa, Lívia Toscano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Metodologias ativas; Modelagem matemática; Problematização; Sequência didática; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/12422

Chemistry teaching needs to change, with the insertion of new tools to make learning more interesting and that place the student as the protagonist. Polya's Principle is a mathematical tool for solving problems with potential for application in other disciplines. The use of active methodologies, associated with traditional methodologies, can be a complementary process that makes problematization an important instrument for content recognized as complex, as is the case with chemical systems. Students in rural schools need elements of their reality to make learning more promising and more effective. The São Mateus region, in Espírito Santo, is a large producer of black pepper, a crop responsible for supporting so many families. Thus, the present work aims to describe the perception of students in the first year of high school at a state school in the interior of São Mateus regarding the study of chemical systems using the Polya Principle, from the perspective of problem solving, using black pepper as the generating theme. The qualitative research was developed based on a didactic sequence, divided into five moments: initial recognition; leveling classes; establishing a plan/strategy; strategy execution; and verification and analysis of the results obtained. To record each moment of the research development, a field diary was used, which made it possible to write down and observe the progress of the work. Expository and dialogue classes were held in the problematization part, using the Polya Principle and black pepper as a generating theme, in addition to experimental classes and a list of exercises to help with fixation. Two questionnaires were applied, one on prior knowledge, aiming to record the participants' initial knowledge and their experiences, and a final questionnaire, to survey the students' perception of all the learning obtained through the application of the research. Data analysis occurred in two stages: the first comprised the tabulation of objective questions, while the second comprised the work of semi-structured discursive questions. The results were presented in the form of graphs, word clouds and discursive analyses. The research showed that Polya's Principle was considered an efficient method for solving problems in chemical systems, describing the students' perception regarding its application. When applying the sequence, it was observed that participants were able to improve their development of chemical systems problems using the Polya Principle, in addition to feeling more motivated to study the subject when it was associated with an everyday topic, such as pepper. Kingdom. As a difficulty in applying the didactic sequence, there is a deficiency in prior knowledge of the content of chemical systems and the mathematical basis. It is concluded, therefore, that it is possible to go further in teaching Chemistry by exploring new tools for solving problems, making learning more effective for the student.