Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Stefini, José Augusto
 |
| Orientador(a): |
Zoch, Alana Neto
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade de Passo Fundo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
|
| Departamento: |
Instituto de Ciências Exatas e Geociências – ICEG
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.upf.br/jspui/handle/tede/1640
|
Resumo: |
The chemistry teaching is still distant from the student’s reality and is remarkable the necessity to improve the school learning, promoting a contextualized and meaningful teaching. Many authors see the contextualized teaching as a possibility of changing the meaning about chemical concepts. Connected to this, the use of different strategies and tools could facilitate the student’s learning. Thus, the aim of this work was elaborate and applied a Potentially Meaningful Teaching Unit (PMTU) as a way to detect meaningful learning evidences related of chemistry concepts about acids and bases. The work is linked to Theoretical-Methodological Fundamentals for the Mathematics and Science Education research line (PPGECM/UPF). The cognitivist and constructivist theory of David Ausubel, named Meaningful Learning Theory (MLT), was the theoretical basis that guided this research. The PMTU, educational product elaborated, has as teaching learning strategy the experimentation, the text reading and the computer simulation. It was developed with 29 second year’ students of public high school from Água Santa – RS. The application of pre- and post- test, individual somative evaluation, the collaborative activities and the teacher registers, realized during the PMTU development, was the tools for data collection. The analyses had qualitative and quantitative approach. On the individual somative evaluation, 52% of students obtained one percentage of correct answers greater than 70% and in pre- and post-test comparison observed that students advanced in chemical concepts construction, both in right answers and responses elaboration, which was more structured and related to the contents. In this way, it was observed that the majority students who was involved with proposed activities in classroom showed better results in evaluation and, mainly, in the argumentation and discussion about the use of acids and bases concepts. The educational product is now available in the EduCapes portal: <http://educapes.capes.gov.br/handle/capes/430285>. |
