Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-10-19T12:45:42Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao Alexandre R Faur.pdf: 12647516 bytes, checksum: 6404faa3bd2610ced658aad9d4114bf2 (MD5) Produto Alexandre R Faur.pdf: 78712171 bytes, checksum: cf7d03389c7cb23233e302bb4416d153 (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-24T18:18:29Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao Alexandre R Faur.pdf: 12647516 bytes, checksum: 6404faa3bd2610ced658aad9d4114bf2 (MD5) Produto Alexandre R Faur.pdf: 78712171 bytes, checksum: cf7d03389c7cb23233e302bb4416d153 (MD5) / Made available in DSpace on 2017-10-24T18:18:29Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao Alexandre R Faur.pdf: 12647516 bytes, checksum: 6404faa3bd2610ced658aad9d4114bf2 (MD5) Produto Alexandre R Faur.pdf: 78712171 bytes, checksum: cf7d03389c7cb23233e302bb4416d153 (MD5) / Nesse trabalho tem-se por hipótese que os alunos se sentem excluídos das decisões curriculares e do planejamento das atividades de aula, e também não veem significado nos conteúdos científicos que fazem parte da abordagem tradicional, marcadamente positivista. Além disso, constata-se a dificuldade em estabelecerem conexões entre os conceitos científicos escolares e sua aplicabilidade cotidiana. Tais fatos são componentes importantes no entendimento do fracasso recorrente na Química enquanto componente curricular. A fim de melhor compreender essa questão, esse trabalho procurou referência na Teoria da Complexidade de Edgar Morin e no movimento CTS para a educação em ciências, com o objetivo de elaborar e avaliar as contribuições de uma metodologia onde as temáticas se constituem em objetos centrais de estudos de onde emanam os conceitos/saberes científicos necessários ao entendimento do tema que se propõe, visando ainda superar o modelo tradicional. Para tal, realizou-se um estudo baseado no desenvolvimento do currículo do 3º ano do ensino médio de um colégio da rede estadual na cidade do Rio de Janeiro, através de uma concepção metodológica, centrada no protagonismo dos alunos, na contextualização, na horizontalização das relações e no uso de recursos didáticos diversificados, sempre visando a busca pelo conhecimento pertinente, capaz de instigar o interesse dos alunos pelas ciências. Adicionalmente, a fim de trazer maior consistência às conclusões sobre aprendizagens, buscou-se comparar o desempenho da turma submetida à proposta com outra, de características individuais e socioeconômicas semelhantes, que teve aulas de Química tradicionais, ou seja, verticalizadas, centradas no professor e com a disciplinarização e hiperespecialização dos tópicos, conforme rege o paradigma ainda vigente. O fruto dessa pesquisa explicitou uma melhora no desempenho dos alunos submetidos à metodologia baseada na Complexidade/CTS, com maior grau de aproveitamento em avaliações formais, sobretudo quando comparado aos que permaneceram no modelo tradicional. Concomitantemente, pode-se observar, através de entrevistas e diagnoses, que os discentes revelaram sua predileção por esse tipo de abordagem, com destaque para a possibilidade de opinar na condução do processo de ensino-aprendizagem. Em decorrência do estudo realizado foi elaborada uma publicação, voltada aos docentes de Química, que compila as principais etapas dessa metodologia, com sugestões que vão desde a proposição das temáticas, passando pelos textos de apoio e culminando com as atividades lúdicas propostas em cada momento planejado do processo de ensino-aprendizagem em estudo. / In In this work, it is hypothesized that students feel excluded from curricular decisions and planning of class activities, and also see no meaning in the scientific content that is part of the traditional, positivist approach. In addition, the difficulty in establishing connections between the scholarly scientific concepts and their everyday applicability is verified. Such facts are important components in the understanding of recurring failure in Chemistry as a curricular component. In order to better understand this issue, this work sought reference in Edgar Morin's Theory of Complexity and the CTS movement for science education, with the objective of elaborating and evaluating the contributions of a methodology where the themes are central objects of studies from which emanate the concepts / scientific knowledge necessary to understand the theme that is proposed, aiming to overcome the traditional model. To do this, a study was carried out based on the development of the curriculum of the 3rd year of high school in a state school in the city of Rio de Janeiro, through a methodological conception, centered on the protagonism of students, contextualization, horizontalization of relationships and the use of diversified didactic resources, always seeking the search for relevant knowledge, capable of instigating students' interest in science. In addition, in order to bring greater consistency to the conclusions about learning, it was sought to compare the performance of the group submitted to the proposal with another, with similar individual and socioeconomic characteristics, which had traditional chemistry classes, ie, verticals, centered on the teacher and with the disciplinarization and hyperspecialization of topics, according to the paradigm still in force. The result of this research revealed an improvement in the performance of students submitted to the methodology based on Complexity / CTS, with a higher degree of use in formal evaluations, especially when compared to those that remained in the traditional model. Concomitantly, it can be observed through interviews and diagnoses that the students showed their preference for this type of approach, with emphasis on the possibility of opining in the conduction of the teaching-learning process. As a result of the study, a publication was prepared, aimed at Chemistry teachers, which compiles the main stages of this methodology, with suggestions ranging from the proposition of the themes, through the supporting texts and culminating with the proposed ludic activities at each planned moment of the teaching-learning process under study.

Os mapas conceituais (MCs) são organizadores gráficos com grande potencial para estimular a aprendizagem significativa. Porém, poucos trabalhos exploram o uso dos MCs elaborados pelo professor como material instrucional de Química. Nesta tese, a explicação química para dois fenômenos macroscópicos (cor nos fogos de artifício e a condução elétrica em diferentes materiais) foram escolhidos para serem representados e ensinados por meio dos MCs. A possibilidade de ler o MC de várias formas, a necessidade em estabelecer uma sequência de leitura e, a dificuldade do conteúdo representado podem gerar, no aluno que interage com o material, uma sensação de desorientação. A desorientação compromete os recursos cognitivos destinados à aprendizagem (processamento generativo) devido a uma alta complexidade do conteúdo (i.e., carga cognitiva intrínseca) ou a um formato de instrução inadequado (i.e., carga cognitiva extrínseca). Considerando os pressupostos da Teoria da Carga Cognitiva e da Teoria da Aprendizagem Multimídia, esses materiais devem ser elaborados de modo que as demandas cognitivas impostas ao aluno não excedam a limitada capacidade da MT, caso contrário, não sobrará recursos cognitivos suficientes para processar e adquirir novas informações, isto é, aprender. Sendo assim, o objetivo dessa tese foi avaliar o impacto de algumas estratégias para minimizar a desorientação provocada por MCs que organizam conteúdos de Química e, consequentemente, potencializar a aprendizagem de conceitos científicos. Três estudos foram conduzidos para avaliar o impacto do uso de dicas gráficas de navegação (Estudo I), do tipo de organização conceitual (Estudo II), do uso de recursos digitais associados ao MC (i.e., um hipertexto) e do nível de conhecimento prévio dos alunos (Estudo III) no ganho de conhecimento factual e conceitual e na carga cognitiva (e.g., esforço mental) declarada para compreender o conteúdo químico. Ao total, 253 alunos ingressantes à Escola de Artes, Ciências e Humanidades da Universidade de São Paulo participaram desta pesquisa entre os anos de 2014 e 2017. A metodologia quantitativa (em um planejamento quase-experimental) foi adotada para comparar estatisticamente as médias de desempenho e esforço mental dos alunos alocados em diferentes condições experimentais. Com base nos resultados, foi possível concluir que (1) independentemente do tipo de MC utilizado como material instrucional, todos os alunos foram capazes de aumentar o seu nível de conhecimento factual sobre o conteúdo químico e, (2) o uso da cor e da hierarquia conceitual como dicas gráficas de navegação foram capazes de minimizar a desorientação provocada pelos MCs via gestão de carga intrínseca e redução da carga extrínseca, respectivamente. O processamento generativo pôde ser potencializado pelo uso de recursos digitais associados ao MC, tornando-o um hipertexto com certo grau de orientação de navegação. Algumas implicações educacionais, limitações da pesquisa e possibilidade de estudos futuros também são apresentadas. / Concept maps (Cmaps) are graphical organisers with great potential to foster meaningful learning. However, just a few studies explore the use of teacher-prepared Cmaps as chemistry instructional material. In this thesis, chemical explanations for two macroscopic phenomena (the colour in fireworks and electric conductivity) are chosen to be represented and taught through Cmaps. The possibility of reading the Cmap in different ways, the need for establishing a reading sequence and the content difficulty can lead, for the learner who is interacting with the material, a sense of disorientation. Disorientation impairs the cognitive resources that should be used for learning (generative processes) due to either a high content complexity (i.e., intrinsic load) or an unsuited format of instruction (i.e., extraneous load). Based on the assumptions of Cognitive Load Theory and Multimedia Learning Theory, these materials should be elaborated in a way that the cognitive load imposed to the learners does not exceed the limited working memory capacity, otherwise, there are no left cognitive resources to process and acquire new knowledge (i.e., learn). The thesis\' goal was to evaluate the impact of some strategies in minimizing the disorientation of Cmap that organizes chemistry contents and, consequently, to foster scientific conceptual learning. Three studies were conducted to evaluate the impact of: using navigational graphical cues (Study I), different types of conceptual organisation (Study II), using digital resources linked to the Cmap (i.e., hypertext) and the level of learners\' prior knowledge (Study III) on the gain of factual and conceptual knowledge and the cognitive load (e.g., mental effort) related to understanding the chemical content. In total, 253 freshman university students to the School of Arts, Science and Humanities of the University of São Paulo participated in this research between 2014 and 2017. A quantitative methodology (by a pre-test-to-post-test quasi-experimental design) were adopted for statistically comparing the mean of performance and mental effort from students in different experimental conditions. Considering the results, it was concluded that: (1) regardless the type of Cmap used as instructional material, all students were capable to improve their level of factual knowledge about chemical concepts and (2) the use of colour and conceptual hierarchy as navigational graphical cues decreased Cmap disorientation by managing intrinsic load and reducing extraneous load, respectively. Generative processing was fostered using digital resources linked to the Cmap by offering a scaffold for hypertext navigation. Some educational implications, research limitations and future studies are also presented.

Este trabalho apresenta uma reflexão sobre o papel do princípio de Le Chatelier desde a sua criação e algumas implicações no ensino de química. Foram levantados aspectos históricos da evolução do princípio com o objetivo de discutir características como, por exemplo: o caráter universal do mesmo, problemas e limitações quanto à sua aplicação e possíveis alternativas ao uso do princípio. Também foram analisados como os livros didáticos de química no nível médio tratam muitos destes aspectos. Além disto, é realizada uma discussão nestes textos didáticos a respeito das variáveis que influenciam no estado de equilíbrio tais como: concentração, pressão, catalisador e temperatura. Um aspecto presente na análise destas variáveis foi o levantamento de ilustrações presentes nos livros baseando-se nos níveis de representação presentes no triângulo de Johnstone. Os principais resultados mostraram que os autores de livros de Química do Ensino Médio apresentam o conceito do princípio de Le Chatelier marcado por um caráter indutivo, vago, ambíguo, e sem apresentar uma fundamentação teórica e suas limitações, enfatizando-o como um princípio infalível ou uma verdade absoluta. Perpetuou-se no ensino de química, ao longo do tempo, a formulação mais simples e popular criada por Le Chatelier, no ano de 1888. Outra conclusão importante refere-se ao fato de a maioria das figuras presentes nos livros didáticos estar relacionada ao nível macroscópico e a concentração é a alteração mais discutida. Poucas são as figuras que interligam os três vértices do triângulo. Resta ao professor o desafio de incluir as ilustrações faltantes, principalmente as microscópicas pois estas têm o objetivo de explicar aos estudantes o que ocorre do ponto de vista molecular quando se altera o estado de equilíbrio químico. Portanto, este tratamento superficial do princípio pode favorecer processos de ensino-aprendizagem baseados na memorização, repetição e na sua utilização sem a compreensão exata dos fenômenos envolvidos. / This work presents a reflection on the role of the Le Chatelier\"s principle concerned by its creation and some implications in the teaching of chemistry. The main purpose was to analyze as high school chemical textbooks approach with this subject. For this, historical aspects of the evolution of the principle were studied with the objective of discussing important characteristics, for example: the universal character of the principle, his problems and limitations regarding their applications to previse changes in chemical equilibrium systems and the possible alternatives to the use of the principle. It was found that the principle formulations were similar to that more simple and popular wrote by Le Chatelier, in the year of 1888. It was also made an analysis of how the textbooks address the issue of variables that influence in the state of equilibrium such as: concentration, pressure, catalyst and temperature. Also was analyzed the illustrations present in these books with the objective of address the equilibrium change based in the of Johnstone\"s triangle (that explicitly shows the macroscopic, microscopic and representational levels of chemical knowledge). The main results showed that the majority of the figures in textbooks refers only to macroscopic level and the effects done by of the equilibrium reactants concentration change. There are few figures which are related the three levels represented in the Johnstone\"s triangle. Is very important that teachers include the illustrations missing, mainly the microscopic level, once that this level is essential to correct understand of chemical equilibrium change in the molecular level. In general, the authors of chemical textbooks present the Le Chatelier\"s principle in an inductive manner, vague and ambiguous. They never present theoretical aspects and limitations in the application of the principle. This stresses the infallible character of Le Chatelier\"s principle and transmits the idea that it is an absolute truth. This superficial treatment of the principle can encourage processes of teaching-learning based on memorization and the students can correctly use the principle in the problems solutions without have an exact understanding the phenomena.

O presente trabalho recorre à Filosofia da Química como viés para investigar o processo de ensino-aprendizagem em duas disciplinas de Química Geral em um curso para formação de químicos. A investigação se baseou em diversas fontes: respostas dos estudantes via questionários, gravações de aulas, atividade dos estudantes em aula, resposta esperada pelo professor para essa atividade e entrevistas com professores das disciplinas, a fim de possibilitar a triangulação dos resultados. Procurou-se caracterizar a preferência dos estudantes e professores acerca dos tipos de teorias e evidências utilizadas em suas explicações. As teorias hipotéticas e as evidências experimentais mediadas por instrumentos analíticos, como o espectrofotômetro, foram preferidas pelos professores, mas os estudantes mostraram dificuldades em lidar com elas neste momento inicial de sua formação superior. Foi percebida, também, uma tensão subjacente entre a química das moléculas e a química das substâncias, cuja relação está internalizada pelos professores mas não pelos alunos, e que se reflete em suas escolhas pelos tipos de explicações. Essa tensão pode ser entendida a partir da relação entre fazer química (baseado fortemente em instrumentos para separação e caracterização de compostos, e nas teorias que descrevem a química das moléculas) e ensinar química em uma disciplina introdutória (como escolher conteúdos e abordagens que permitam entender a relação entre o nível fenomenológico macroscópico e os modelos explicativos submicroscópicos). Para o químico em formação, observar uma evidência experimental e relacioná-la com uma teoria que envolve entidades submicroscópicas para formar uma explicação é um processo muito complexo. Esse processo fica ainda mais complexo quando a evidência a ser utilizada é mediada por um instrumento. Assim, os resultados obtidos e apresentados nesta tese apontam para a questão de que a diferença entre os tipos de evidências experimentais (mediadas e não mediadas) não pode ser tratada como um conhecimento tácito no ensino superior de Química Geral. / This thesis takes the philosophy of chemistry as a guide to investigate the process of teaching and learning in two general chemistry disciplines in a training course for chemists. In order to enable triangulation of results, the study relied on several sources: students\' responses to questionnaires, recording of classes, classroom students\' activities, expected responses by the lecturer for activities, and interviews with the lecturers. The investigation sought to characterize the preferences of students and lecturers about the kinds of theories and evidences used in their explanations. Lecturers preferred hypothetical theories and experimental evidences mediated by analytical instruments such as the spectrophotometer. However, students showed difficulties in dealing with such theories and mediated evidences in this initial stage of their education. A subjacent tension between the chemistry of molecules and the chemistry of substances, whose relation is internalized by the lecturers but not by the students, was also reflected in their choices for the types of explanations. Such tension can be understood considering the relationship between making chemistry (which is strongly based on instruments for separation and characterization of compounds, and on theories which describe the behavior of molecules) and teaching chemistry on an introductory course (which requires the choosing of contents and approaches to describe the relationship between the macroscopic phenomenological level and the submicroscopic explanatory models). For a chemistry undergraduate, observing an experimental evidence and relating it to a theory which involves submicroscopic entities to form an explanation is a very complex process. This process becomes even more complex when the evidence to be used is mediated by instruments. Thus, the results obtained and presented in this thesis point to the issue that the difference between the types of experimental evidences (direct or mediated) cannot be treated as a tacit knowledge in a General Chemistry university course.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2016-08-05T15:22:56Z No. of bitstreams: 1 claudiasanchesdemeloaliane.pdf: 2080839 bytes, checksum: 19733612edc468307d50564be644a5b1 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-08-05T16:13:27Z (GMT) No. of bitstreams: 1 claudiasanchesdemeloaliane.pdf: 2080839 bytes, checksum: 19733612edc468307d50564be644a5b1 (MD5) / Made available in DSpace on 2016-08-05T16:13:27Z (GMT). No. of bitstreams: 1 claudiasanchesdemeloaliane.pdf: 2080839 bytes, checksum: 19733612edc468307d50564be644a5b1 (MD5) Previous issue date: 2013-07-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Essa dissertação caracteriza o relato de uma investigação realizada ao longo do estudo de mestrado cujo objetivo esteve centrado na relevância dos espaços não formaispara o enriquecimento da educação química. No processo investigativo foram utilizados questionários exploratórios e entrevistas semidirigidas com o intuito de construir um corpus de análise baseado nas argumentações de professores licenciados em química. A discussão teórica é sustentada pelos estudos de John Dewey, que valoriza a experiência prática pessoalno sentido de aproximar a educação escolar ao contexto social do aluno através de experiências educativas. O processo de análise foi orientado por Zymanskiet al. (2010), que nos levou a organização de temas apriori, conforme as questões de pesquisa e, à elaboração de categorias emergentes dos assuntos comuns diante dos relatos dos entrevistados. A análise desses relatos evidencia que os professores pesquisados valorizam a organização de atividades em espaços não formais como forma de mostrar ao aluno as diversas aplicações da química no dia-a-dia, de levar o aluno à vivência de uma experiência prática que possa promover discussões sobre questões de segurança do trabalho, visualização de processos industriais, entre outros temas, e motivá-los a buscar aprendizados que muitas vezes podem ser inibidos pela realidade escolar atual. Todavia, esses professores enfatizam que as atuais condições de trabalho nas escolas oferecem diversos entraves, que dificultam a adoção desse tipo de atividade, das quais foram mencionados, com bastante ênfase, a falta de verba nas escolas para tais visitas, o número elevado de alunos por turma e a falta de apoio de outros profissionais. Percebemos ainda, que o Centro de Ciências da Universidade Federal de Juiz de Fora desempenhou papel importante para a formação inicial e continuada de duas das professoras investigadas. A maioria dos entrevistados reforçou a relevância do espaço pelas condições adequadas em permitir que experiências pudessem ser realizadas de forma segura e agradável para os visitantes. Ao final, podemos inferir que fica claro que a integração entre diversasestratégias educativas podem propiciar diferentes abordagens para que o aluno possa perceber que a linguagem química pode ser também uma forma de leitura do mundo cotidiano que nos permite reflexões sobre nosso mundo real. / This dissertation characterizes the report of an investigation carried out throughout my masters whose goal was centered on the relevance of non-formal settings for the enrichment of the education in chemistry. In the investigative process surveys were used in some exploratory and semi-structured interviews in order to build a corpusof analysis based on the arguments of licensed teachers in chemistry. The theoretical discussion is supported by studies of John Dewey, who values personal practical experience in order to bring the school education into the social context of the student through educational experiences. The analysis process was guided by Zimanskiet al. (2010), which led us to organize themes, according to the research questions and the development of emerging categories of common issues before reports of respondents. The reports analysis shows that the surveyed teachers valorize the planning of activities in non-formal spaces as a way to show to the student the various applications of chemistry in usually basis to lead them to the practical experience that can promote discussions on issues of job security, visualization of industrial processes, among others, and, finally, motivate them to seek lessons that can often be inhibited by current educational reality. However, these teachers emphasize that current working conditions in schools offer many obstacles that hinder the adoption of this type of activity, which have been mentioned in the interviews in a quite emphatically way; the lack of resource funding in schools for such visits, the high number of students per class and the lack of support from other professionals could be pointed out. We noticed also that the Science Center of UFJF played an important role for the initial and continuing training of two teachers investigated. Most respondents stressed the importance of that space for suitable conditions to allow experiments that could be performed in a safe way and be enjoyable for visitors. At the end, we can infer that it is clear that the integration of different educational strategies may provide different approaches to the student to realize that the chemical language can also be a way of reading the everyday world that allows us to thinking about our real world.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-09-20T11:41:27Z No. of bitstreams: 1 erikafernandaleitedemelo.pdf: 1182519 bytes, checksum: 48fc3c039dcae3bdbbed2b8954afcd89 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-01T19:25:57Z (GMT) No. of bitstreams: 1 erikafernandaleitedemelo.pdf: 1182519 bytes, checksum: 48fc3c039dcae3bdbbed2b8954afcd89 (MD5) / Made available in DSpace on 2018-10-01T19:25:57Z (GMT). No. of bitstreams: 1 erikafernandaleitedemelo.pdf: 1182519 bytes, checksum: 48fc3c039dcae3bdbbed2b8954afcd89 (MD5) Previous issue date: 2018-07-31 / Ao se realizar um levantamento na grade curricular das universidades públicas da Região Sudeste, foi observado que muitas destas instituições de ensino superior têm retirado disciplinas teóricas e experimentais de química de coordenação das grades curriculares obrigatórias dos cursos de licenciatura em química. A química de coordenação é um tema abordado nas disciplinas de química inorgânica e possui inúmeras aplicações em diversas áreas de conhecimento. O licenciando em formação ao ter contato com este conhecimento específico, pode ampliar seu leque de conhecimento químico, e influenciar sua atuação profissional na escola básica. A presente dissertação descreve uma pesquisa que buscou refletir sobre a contribuição do laboratório de ensino superior na formação docente através de práticas de química de coordenação. Para isso, foi realizado um curso de extensão com professores que lecionam a disciplina de química no ensino básico. O planejamento do curso foi pautado na relação entre os conteúdos de química geral que são abordados no ensino básico e os conteúdos de química de coordenação abordados na disciplina teórica e na disciplina experimental durante a formação inicial. O objetivo de se estabelecer esta relação foi fazer com que as práticas de química de coordenação pudessem gerar significados, para que os docentes pudessem estabelecer uma relação com sua atuação em sala de aula. As práticas buscaram trabalhar a contextualização sob a perspectiva histórica como auxílio na busca dos significados, além de discutir os conhecimentos químicos envolvidos na experimentação. Os resultados gerados neste estudo apontam que o laboratório de ensino superior na formação docente pode auxiliar o professor em sua atuação profissional, contribuindo para que ele faça uma relação com o conteúdo que é ensinado na escola básica. / When conducting a survey in the curriculum of public universities in the Southeast Region, it was observed that many of these institutions of higher education have withdrawn theoretical and experimental disciplines of chemistry of coordination of curricular obligatory undergraduate chemistry courses. Coordination chemistry is a subject addressed in the disciplines of inorganic chemistry and has numerous applications in several areas of knowledge. The licensed in formation when having contact with this specific knowledge, may broaden its range of chemical knowledge, and influence its professional performance in the basic school. The present dissertation describes a research that sought to reflect on the contribution of the higher education laboratory in teacher education through coordination chemistry practices. For this, an extension course was held with teachers who teach the discipline of chemistry in elementary education. The planning of the course was based on the relationship between the contents of general chemistry that are approached in elementary education and the contents of chemistry of coordination approached in the theoretical discipline and in the experimental discipline during the initial formation. The objective of establishing this relationship was to make the practices of coordination chemistry could generate meanings, so that the teachers could establish a relation with their performance in the classroom. The practices sought to work contextualization under the historical perspective as an aid in the search for meanings, besides discussing the chemical knowledge involved in the experimentation. The results generated in this study indicate that the higher education laboratory in teacher education can assist the teacher in his professional performance, contributing to his relationship with the content that is taught in elementary school

Nuclear magnetic resonance is an important, irreplaceable and very common method used in chemistry and medicine. From this perspective, it is highly desirable to implement NMR spectroscopy into high school education. But unfortunately there is not enough material in the Czech language, which would correspond to a high school student's level of knowledge. This thesis looks at creating support materials for teaching NMR spectroscopy and the possibilities of its implementation into high school education. For this purpose, following materials were prepared: an educational text, tests and a database of measured spectra (appendix on CD). Materials were tested in the form of a directed interview and then modified according to the results. This testing confirmed that the text is clear, motivating, and that this topic would be appreciated by both students and teachers. The materials will be available for teachers and high school students at the educational portal studiumchemie.cz. Powered by TCPDF (www.tcpdf.org)

1 ABSTRACT The current chemistry education solves problems related primarily to the setting of the curriculum contents, which would be professionally correct, appropriately extensive, and at the same time connected with current aspects of life in modern society, and to problems of teaching strategies that would stimulate the students into an interest in science and commitment to it. The main goal of this dissertation is to create an educational website with an interactive chemistry course for lower secondary schools (ISCED 2) and verify its effectiveness in school practice. The first part of the dissertation describes methods of interactive chemistry teaching supporting the increase of the students' cognitive activity and the effectiveness of the learning process using ICT. The second part characterizes the chemistry course thus created and lists various ways to apply interactive teaching in it. Our interactive course contains a total of 14 thematic units, each with 2-6 subthemes. All themes are processed with respect to the practical application of the subject matter using the listed interactive education methods. This course was tested in 2018-2020 during chemistry lessons in Kazakhstan and Czech Republic, and the students' opinions toward interactive teaching in this study were tested using a simple...

<p dir="ltr">Interfaces play an important role in a broad range of physical, chemical, and biochemical processes. For example, nutrient transport from and to cells happens at the cellular membrane interface, the corrosion of metals occurs due to chemical reactions at the solid/air interface, and the development of waterproof clothing relies on the modification of the clothing surface with hydrophobic species. The importance and complexity of interfaces make a detailed understanding of the interfacial physicochemical processes central to both the fundamental science and the development of new technologies. Specifically in the fields of energy storage/production and heterogeneous catalysis, understanding the transformations of the active species on surfaces leads to the development of high-performance, stable interfaces. In the thesis presented herein, ion soft landing was used as a preparative technique to understand the chemical changes that ions undergo on surfaces. Ion soft landing is a mass spectrometry technique in which polyatomic ions are deposited onto surfaces while preserving their chemical structure and charge state. The advantage of using ion soft landing to study interfaces is that it enables the preparation of well-defined ionic interfaces by the deposition of mass-selected ions on a defined surface area with high control over the amount of deposited material. Because ion soft landing uses purified ion beams formed in the gas phase, it also allows to study the chemical properties of the analytes in the absence of counterions or solvent molecules. Collectively, these capabilities make ion soft landing a powerful approach for preparing ionic interfaces and studying their chemical properties. A new direction in ion soft landing research takes advantage of gas phase ion chemistry techniques, such as collision-induced dissociation, to generate well-defined reactive fragment ions as unique building blocks for studying chemistry at interfaces. <b>Chapter 2 </b>of this thesis discusses the development of an ion soft landing instrument that enables high transmission of fragment ions for their deposition onto surfaces. Ion soft landing of reactive fragment ions opens up possibilities for studying their stability and reactivity on surfaces providing a path to the controlled preparation of unique ionic interfaces. <b>Chapters 3 </b>and <b>4 </b>describe an unusual spontaneous ligand loss observed for soft landed [Ni(bpy)₃]²⁺⁰, an ion of interest in the field of catalysis, and its stabilization by codeposition with anions. We compared the reactivity of [Ni(bpy)₃]²⁺on surfaces against that of [Ni(bpy)₂]²⁺and [Ni(bpy)]⁺species (both formed by ligand removal in the gas phase). This comparison indicates that the dissociation of [Ni(bpy)₃]²⁺ occurs both due to its reorganization on a surface and by charge-reduction. Both processes substantially reduce ligand binding energy and facilitate ligand loss from the complex.</p><p dir="ltr"><b>Chapter 5 </b>diverges from ion soft landing and instead presents a gas-phase ion chemistry study on the stability of cucurbituril-viologen host-guest complexes to better understand the intrinsic properties that influence the strength of their interaction. We found that there is a “perfect fit” size of the host that maximizes interactions with the guest thus increasing its stability. In addition, guests of smaller sizes that are better incorporated into the host have a substantial stability compared to those that have functional groups extending outside of the protecting cavity of the host. The results of this work reveal a strategy to stabilize viologens in the gas phase for the preparation of functional interfaces using ion soft landing.</p><p dir="ltr">Finally, <b>Chapter 6 </b>shows the results of a work at the teaching/learning interface, specifically regarding an undergraduate research project developed for the Analytical Chemistry I course (CHM323) at Purdue University. The goal of this project was to further develop students’ scientific skills on planning, problem-solving, and critical thinking to assess the performance of two analytical techniques. Specifically, the project described in <b>Chapter 6 </b>was designed in such a way that students had to do research on appropriate analytical techniques to quantify ascorbic acid in an unknown sample, propose an experimental protocol, perform it in the laboratory, and concisely summarize the results of their work in a lab report.</p><p dir="ltr">In summary, the work presented in this thesis encompasses three areas. First, it shows the advantages of using fragment ions produced in the gas phase to study the complex physicochemical processes occurring at interfaces. Second, it presents a study on the gas-phase stability of viologen-based host-guest complexes with the prospect of making viologens accessible for the preparation of functional interfaces using ion soft landing. Finally, it describes an undergraduate laboratory project aimed at developing the scientific skills of students in an analytical chemistry course.</p>

The thesis deals with molecular gastronomy as an expanding culinary direction and is focused on the use in chemistry teaching in primary and secondary education. There are described home experiments which were verified, documented and explained.