Problematizando a temática elementos metálicos em aulas de ciências (química) no ensino fundamental II

• Ano de defesa: 2016
• Autor(a) principal: Monteiro Júnior, José Maurício de Albuquerque
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Química; Programa de Pós-Graduação em Química; UFPB
• Palavras-chave em Português: Ensino de Ciências; Metais; Momentos Pedagógicos; Science Teaching; Metals; Pedagogical Moments; Técnicas pedagógicas - Ensino de Ciências; Situações de aprendizagem - Ciências e Química - Ensino fundamental; Aprendizagem - Elementos metálicos; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/16510

The pedagogical moments technique has been used as a possibility of knowledge organization in science classes, and has emerged as a proposal to teach this discipline aiming at scientific literacy. This research was carried out in a private elementary and middle school, located in the neighborhood of Bessa, in the city of João Pessoa, in the state of Paraíba, whose sample consisted of 37 students from the 8th grade of Elementary School II of the same class. Didactic sequences were constructed, validated, applied and analyzed that contemplated the pedagogical moment concerning the Initial Problematization (PI). The activities, called Learning Situation (SA), aimed to challenge students to use their "spontaneous knowledge" to answer questions and questionings proposed in three activities. The goal of this step is to make you feel the need to acquire scientific knowledge. We dealt with questions about metallic elements involving historical, environmental and occurrence aspects in the composition of foods and beverages. The results of the research showed that the students had little or no initial idea regarding the occurrence, properties, application and importance of metals, mainly in the daily life. It was noticed that the students were motivated to learn the scientific concepts necessary to understand what was questioned in the initial problematization. The analysis and cognitive sizing of the conceptions that the students presented, were shown as fundamental tools for the elaboration of the didactic sequence that could contemplate the Organization and Application of knowledge stages.