http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8302 2026-04-10T15:12:08Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8573 Título: Ensino híbrido gamificado : o modelo de rotação por estações no ensino da radioatividade Autor: OLIVEIRA, José Eudes da Silva de Primeiro orientador: LEITE, Bruno Silva Abstract: Active methodologies applied to the teaching of Chemistry are strategies aimed at taking students in this area of knowledge to an active posture in the learning process. In this sense, with the objective of investigating the application of the station rotation model based on active technological learning in the teaching of radioactivity, this research developed a survey of information that provided theoretical support on active methodologies, station rotation and gamification. With this information in hand, we built a didactic manual that was applied to a group of 25 volunteer students from the city of Campo Alegre - AL. The application allowed to evaluate intrinsic aspects, observed by the teacher, when using the manual. The results obtained were evaluated qualitatively, with emphasis on the contributions observed during the application of the textbook. In addition, the results indicate a change in the students' posture (from passive to active) during the activity. In this context, it was possible to perceive the different contributions of active methodologies, active technological learning, hybrid teaching and gamification in the teaching of radioactivity. Finally, it is believed that the use of the didactic manual (educational product) built in this research, will contribute to the process of teaching and learning content involving chemistry, especially radioactivity, in high school. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2020-01-29T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8572 Título: Teoria do orbital molecular : uma proposta de aplicação no ensino médio de química Autor: SILVA, Marco Aurélio de Sobral Primeiro orientador: SOARES NETO, Luciano de Azevedo Abstract: The Quantum Theory is recognized as the most successful theory in all human science, however, many conditions, resulting from its application is still little explored in high school chemistry classrooms. It is based on this premise that we established as the main objective of this work the development of a computer tool for use by the High School Chemistry teacher to approach the classroom in an extremely basic way: The Theory of the Molecular Orbital. Therefore, based on the Theory of Meaningful Learning, we present in this work a computerized tool that uses the Theory of Molecular Orbital and some applications as a support for the High School Chemistry teacher. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2020-01-30T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8571 Título: Resolução de problemas na construção de conhecimentos articulados à temática galvanoplastia Autor: SANTOS, Rafael José dos Primeiro orientador: CAMPOS, Angela Fernandes Abstract: The teaching by Transmission-reception corresponds to an insistent reality in Chemistry classrooms, stigmatizing teachers as active subjects in the teaching and learning process while students behave as mere recipients of the contents that are often not articulated with the social contexts in which they are inserted. Intending to contribute to change this scenario, many researchers in Chemistry teaching work to develop and popularize the so-called active teaching methodologies, aiming to prepare teachers to act as mediators of the teaching and learning process, enabling the protagonism of students. In this sense, the teaching by using problem solving represents a valuable strategy that enables the articulation of chemical knowledge with the students' reality, inserting them in scientific research activities in the school context, valuing the problematization, hypothesis elaboration, reflection, debates and the teacher's mediation. Investigations on the teaching and learning of Electroplating point out such content as one of the subjects of greatest difficulty for students to understand. Thus, this research contributed to the construction of concepts related to Electroplating based on Problem-Solving, making use of a teaching and learning sequence. The research subjects, thirty-four high school students from a state school in the metropolitan region of Recife, underwent a diagnostic evaluation containing questions related to the central theme and both the answers of this first evaluation and the answers given as a resolution to the proposed problem were analyzed qualitatively, with a descriptive/interpretative character, aiming to identify the construction of knowledge at a phenomenological, theoretical and representational level. After applying the teaching and learning sequence, it was acknowledged that most students were able to develop the learning of Electroplating in at least two of the three expected levels of chemical knowledge, and it was found that students were able to restructure knowledge to respect the concepts explored in the initial evaluation, especially in relation to the formation of rust, since the students revealed to know it only empirically when they elaborated their answers based on reasoning that took into consideration only the macroscopic observations they had made at some point in their lives. Thus, in addition to verifying the efficiency of the educational product built in this work, a contribution was developed to make it even more evident that the construction of concepts about Electroplating is favored by the problem solving methodology. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2019-09-26T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8334 Título: Contribuições e limitações do guia didático digital orientação científica-tecnologia-sociedade (CTS) no ensino de química aplicado em um processo de formação continuada de professores de química Autor: BASTOS, Maria de Fátima Peixoto Primeiro orientador: FIRME, Ruth do Nascimento Abstract: In this research we aimed to analyze contributions and limitations of the Digital Didactic Guide “The Science-Technology-Society Orientation (CTS) in Chemistry Teaching”, elaborated and applied in a process of continuous formation of chemistry teachers. Participating in the research were teachers of the discipline of High School Chemistry in 2019, housed in jurisdictional schools in the Recife Sul Regional Management Department (GRE-Recife / Sul). We adopted a qualitative approach to empirical data and followed six methodological steps: elaboration of questionnaires 1 and 2 (step 1); first meeting with teachers and application of questionnaire 1 (step 2); elaboration and characterization of the Digital Didactic Guide on CTS Orientation (step 3); planning of the continuing education process (step 4); development of the training process and application of questionnaire 2 (step 5); and data analysis (step 6). The analytical moments were: analysis of teachers' conceptions about CTS relations, Chemistry teaching, and CTS Guidance for Science teaching (1st analytical moment); analysis of Chemistry teachers' conceptions about the CTS Orientation in the Teaching of Chemical Kinetics, after the formative process (2nd analytical moment); and analysis of Chemistry teachers' conceptions about the Digital Didactic Guide “The Science-Technology-Society Orientation (CTS) in Chemistry Teaching”, after the formative process (3rd analytical moment). The results of the analysis show, for example, that: before the training process, most teachers were unaware of the CTS Orientation and some of them presented divergent conceptions to those expected for this orientation, such as the linear conception of development and the technology. as applied science; After the training process, most teachers understood characteristics of the CTS Orientation; In this sense, the elaborated and applied GDD contributed to the appropriation and expansion of the theoretical and methodological aspects of CTS orientation in a process of continuing education for chemistry teachers. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2019-08-29T00:00:00Z