Ensino de Química em destaque : proposta de sequência didática para o estudo de soluções

• Ano de defesa: 2019
• Autor(a) principal: Alves, Handerson Rodrigo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação Mestrado Profissional em Ensino de Ciências Naturais
• Palavras-chave em Português: Ensino de química; Produto educacional; Sequência didática; Ensino de soluções; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA; Chemistry teaching; Educational product; Following teaching; Teaching Solutions
• Link de acesso: http://ri.ufmt.br/handle/1/4465

This work is part of the research that is dedicated to studies on the teaching of chemistry in basic education, with the objective of contributing to the resolution of the problems surrounding the teaching of solutions in high school, among them, the lack of mathematical basis, favoring of quantitative aspects, distancing from the historical aspects of the presented concepts, reduced number of publications about the studied theme, among others. In this sense, the guiding question of the research is presented: how are the teachers' strategies and didactic activities of chemistry teachers configured and expressed, when reporting the teaching about the concept of solutions they perform in basic education? To elucidate the guiding question, we use the qualitative research methodology, having as a case study approach, this approach allows the researcher to explain the phenomenon in its real life context, through a series of methods and ways of research. explore, understand and describe the case. The instruments for data collection were: online questionnaires, semi-structured interviews, articles related to the teaching of solutions, textbooks, and application of information and communication technology (TIC). It can be seen in a bibliographic survey, and during data collection with the research subjects (supervisors of the PIBID / UFMT Chemistry subproject), that the teaching of Solutions, besides a small number of publications directed to High School, has not properly explored in teaching, as this concept constitutes a significant theme for systematization of countless other concepts of chemistry. Thus, with the purpose of contributing to the resolution of teaching and learning problems that surround this concept, an educational product is proposed as a teaching strategy, through a didactic sequence, in an attempt to support the teacher in his pedagogical practice. through a dynamic, interactive environment, making the individual active and protagonist in their learning, giving them the opportunity to elaborate and construct the concepts significantly in relation to the study of Solutions.