O ensino de química orgânica por meio do tema drogas: uma sequência didática para o terceiro ano do ensino médio

• Ano de defesa: 2020
• Autor(a) principal: Jeronimo, Daiany Rosa de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Química Orgânica; Tema Gerador; Contextualização; Interdisciplinaridade; Drogas; Sequência Didática; Organic Chemistry; Drugs; Generator Theme; Didactic Sequence; Contextualization; Interdisciplinarity; CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA::QUIMICA ORGANICA; Ciência - Estudo e ensino; Química orgânica; Química (Ensino médio)
• Link de acesso: https://repositorio.ufu.br/handle/123456789/32970; https://doi.org/10.14393/ufu.di.2020.538

The lack of interest of students in the curricular content of Chemistry has been an obstacle for high school teachers. Researches reveal that there are teaching strategies capable of breaking this barrier, for instance, working with contextualization and interdisciplinarity, which can make the teaching / learning process of Chemistry more attractive. Based on this problem, the objective of this work was to develop and implement a Didactic Sequence (DS) in the teaching of Organic Chemistry in a class of the third year of high school, in order to enable the engagement of students in the activities guided by the teacher in class. The DS involves activities that are related to the teaching of Organic Chemistry based on the theme “drugs”. In this context, the knowledge of everyday life allowed the use of the generator theme "drugs" based on Vigotski's sociocultural theory, which favored the contextualization and interdisciplinarity with the support of socialization. The research is of a qualitative nature and its instrument was the construction of conceptual maps before and after the accomplishment of the project. By the analysis and comparison of the concept maps, it was possible to verify whether there was a significant learning of the subjects worked in the related activities. The development of the DS enabled a differentiated teaching-learning process, comprising a contribution to the dialogical use, based on the use of the generator theme, provided to the project in conjunction with the perspective of the socio-cultural theory. In addition, the research reveals that the use of concept maps was positive in the sense that students were able to show the relations established between the new contents and their previous knowledge, constituting greater possibilities of concept associations.