The technologies are increasingly present day in our lives and in the school environment. However, the potentiating access to information, creating a new challenge for educators and students in order to carry out the construction of learning through autonomy, a critical and creative perspective. In this sense, this study aims to evaluate the potential use of Webquest methodology for improving the teaching-learning process in the subject of chemistry. The work falls under the line of Educational Technology Development Research Network of PPGTER and has as a final product to produce a Chemical newspaper, addressing various topics of everyday life of students involving chemical concepts. Research has research-action character as it includes in addition to the researcher, the students in their final year of high school College Technical Industrial de Santa Maria (CTISM) and is divided into three stages, involving exploratory studies, construction activities and evaluation methodology by students. Data will be collected through questionnaires survey type and delivery of abstracts and Chemicals newspapers as a way to assess the effectiveness of this methodology. / As tecnologias estão a cada dia mais presentes em nossas vidas e no ambiente escolar. No entanto, ao potencializarem o acesso à informação, criam um novo desafio para educadores e alunos de forma a efetivar a construção da aprendizagem, através da autonomia, numa perspectiva crítica e criativa. Nesse sentido, o presente trabalho tem como objetivo avaliar as potencialidades do uso da metodologia Webquest para a melhoria do processo de ensino-aprendizagem na disciplina de Química. O trabalho se enquadra na linha de pesquisa de Desenvolvimento de Tecnologias Educacionais em Rede do PPGTER e possui como produto final a produção de um jornal Químico, abordando diversas temáticas do cotidiano dos estudantes que envolvem conceitos químicos. A pesquisa possui caráter de pesquisa-ação em que inclui além do pesquisador, os estudantes do último ano do Ensino Médio do Colégio Técnico Industrial de Santa Maria (CTISM) e está dividida em três etapas, envolvendo estudos exploratórios, construção das atividades e avaliação da metodologia por parte dos estudantes. Os dados serão recolhidos através de questionários do tipo survey e entrega de resumos e dos Jornais Químicos como forma de avaliar a eficácia desta metodologia.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2018-04-25T17:33:38Z No. of bitstreams: 2 Tese - Nislaine Caetano Silva Mendonça - 2018.pdf: 4446145 bytes, checksum: 0b64886e4f5ed3da7c290f5b6bd8fb55 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-26T11:11:13Z (GMT) No. of bitstreams: 2 Tese - Nislaine Caetano Silva Mendonça - 2018.pdf: 4446145 bytes, checksum: 0b64886e4f5ed3da7c290f5b6bd8fb55 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-26T11:11:13Z (GMT). No. of bitstreams: 2 Tese - Nislaine Caetano Silva Mendonça - 2018.pdf: 4446145 bytes, checksum: 0b64886e4f5ed3da7c290f5b6bd8fb55 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The process of school inclusion still needs to be widely discussed. What is observed is the lack of coherence in the way it has been implemented in schools. From this perspective, one notices the need for more attention to the deaf individual, one of its components. This research investigated the construction and dynamization of the concept of "Matter/material, Substance and Mixtures" in the science education for deaf students of the Elementary School of an inclusive school of the deaf community. Thinking about the education of deaf students has proved to be a complex task, especially when dealing with specific contents, such as science/ chemistry, which depend on a range of concepts that interact synergistically. The purpose of this thesis was to propose a specific configuration of the classroom for the teaching of Sciences for deaf students, through the joint work of a chemistry teacher and an interpreter, both science teachers. In this work, we set ourselves the challenge of planning and developing pedagogical interventions (IP’s) with adapted instructional materials, favoring the functional reference of vision with the objective of teaching some chemical concepts. The IP’s were developed at the Elysio Campos Special Center, an inclusive school maintained by the Deaf Association of Goiânia-GO, in a 9th grade class, where all students were deaf. Our results allow us to observe that students have access to scientific knowledge and thus produced the counter-word using written discourse. The IP’s represented an alternative in the teaching of chemistry for deaf people: they privileged the visual, olfactory and tactile approach of the activities developed in the IP’s. / O processo de inclusão escolar ainda tem a necessidade de ser amplamente discutido. O que se observa é a falta de coerência da forma como vem sendo implantado nas escolas. Dentro dessa perspectiva, nota-se a necessidade de mais atenção ao indivíduo surdo, um de seus componentes. Esta pesquisa investigou a construção e dinamização dos conceitos de “Matéria/material, Substância e Misturas” no ensino de ciências para alunos surdos do Ensino Fundamental de uma escola inclusiva da comunidade surda. Pensar a educação de alunos surdos tem demonstrado ser uma tarefa complexa, principalmente quando lidamos com conteúdos específicos, como é o caso da ciência/química, que dependem de uma gama de conceitos que interagem sinergicamente. O objetivo desta tese versou em propor uma configuração específica da sala de aula, para o ensino de Ciências para alunos surdos, através do trabalho em conjunto de um professor de química e um intérprete, ambos professores de ciências. Neste trabalho lançamo-nos no desafio de planejar e desenvolver intervenções pedagógicas (IP’s) com materiais instrucionais adaptados, privilegiando o referencial funcional da visão com o objetivo de ensinar alguns conceitos químicos. As IP’s foram desenvolvidas no Centro Especial Elysio Campos, escola inclusiva mantida pela Associação de Surdos de Goiânia-GO, em uma turma de 9º ano do Ensino Fundamental, onde todos os alunos eram surdos. Nossos resultados, permitem observar que os alunos acessaram o conhecimento científico e assim produziram a contra-palavra utilizando o discurso escrito. As IP’s representaram uma alternativa no ensino de química para surdos: privilegiaram a abordagem visual, olfativa e tátil das atividades desenvolvidas nas IP’s.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-12T13:35:03Z No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-12T13:35:25Z (GMT) No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-12T13:35:25Z (GMT). No. of bitstreams: 2 Dissertação - Aline Prado de Oliveira - 2016.pdf: 3085936 bytes, checksum: 3079ccc5342f77a46368ee32e09cb365 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / After considerable achievements, especially in legislation, which resulted in advances for school inclusion, and consequently for the education of the deaf, the latter became the object of study of many researchers. Still, there are gaps that remain poorly explored. The research reported in this master thesis emerged from the experience of a science teacher/LIBRAS Interpreter who felt the impact of the communication barrier, and the languages inserted in science teaching -learning process for the deaf. This project aimed to develop studies on mediated action (dialog establishment) in bilingual classroom of Science in order to understand how the mediation conducted by a bilingual teacher influences the assignment of meaning in Science education for deaf students. Taken into account the specificity of the deaf students, we planned and developed pedagogical interventions considering the socio -anthropological perspective of deafness. There were invited to participate in the study, deaf students, who attended the 9 t h grade of elementary school, at the School Centro Especial Elysio Campos (founded by the deaf community), which has a partnership with the State Secretariat for Education of Goiânia and maintained by the Association of Deaf People of Goiânia. At this stage of education, students are introduced to the basic concepts of Chemistry, some of them, because are essential to the understanding of Chemistry, were chosen to be taught during the pedagogical interventions. Given the results presented and analyzed, we can affirm that this mediated action, using multisensory resources, proved to be a possible tool for science education of deaf students. / Após consideráveis conquistas, especialmente na legislação, que trouxeram avanço para a inclusão escolar e consequentemente para a educação de surdos, esta última tornou - se objeto de estudo de muitos pesquisadores. Ainda assim, verificam-se lacunas que permanecem pouco exploradas. A partir da vivência de uma professora de Ciências/Intérprete de Libras que sentiu o impacto da barreira da comunicação, e das linguagens inseridas no processo de ensino -aprendizagem de Ciências para s urdos, surgiu a pesquisa que está relatada nesta dissertação. Esse projeto objetivou realizar estudos sobre a ação mediada (estabelecimento de diálogo) em sala bilíngue de Ciências, a fim de entender como a mediação realizada pelo professor bilíngue influe ncia na atribuição do significado no ensino de ciências para alunos surdos. Diante da especificidade dos estudantes surdos, foram planejadas e desenvolvidas intervenções pedagógicas considerando a perspectiva socioantropológica da surdez. Para tanto, foram convidados a participar da pesquisa, estudantes surdos que cursavam o 9º ano do Ensino Fundamental, na escola Centro Especial Elysio Campos (fundada pela comunidade surda), a qual é conveniada da Secretaria Estadual de Educação de Goiânia e mantida pela Associação de Surdos de Goiânia. Nesta etapa do ensino, foram introduzidos aos alunos conceitos básicos da Química, alguns dos quais por serem considerados fundamentais ao entendimento desta, foram escolhidos para serem ensinados durante as intervenções ped agógicas. Diante dos resultados apresentados e analisados, podemos afirmar que esta ação mediada, utilizando recursos multisensoriais, se mostrou ser uma configuração possível para o ensino de Ciências para estudantes surdos.

This study investigated the effects of chemical concept understanding level on students’ achievement in biochemical topics (photosynthesis, respiration, diffusion and osmosis, carbohydrates, protein, fats and enzymes) in some selected secondary schools in Delta State of Nigeria. The study made use of mixed method research approach. Quantitatively, the design of the study was quasi experimental non-randomized pre-test and post-test control group design. A case study Embedded Design was adopted to take care of the qualitative aspect of the mixed method study. Kuder-Richardson formula 20 (K-R20) was used to calculate the reliability coefficient of the test. The internal consistency of reliability co-efficient was calculated to be 0.76 that made the instrument to be accepted as reliable for the study. The population of this study consisted of all senior secondary (II) biology students in the twenty (25) local government areas of Delta State of Nigeria. Six secondary schools randomly selected from the three senatorial districts of the State were used for the study, with three (3) schools for experiments specially taught with emphasis on both ideas (concepts) and skills, problem-based interactive learning ensuring concept connections and the other three (3) for control groups. Intact classes were used for both groups. The intact sample was made up of five hundred and ninety two (592) students for the quantitative study; while two teachers and four students were purposively sampled for the qualitative aspect of the study. Four (4) research questions were raised and answered and four (4) null hypotheses were formulated and tested at 0.05 level of significance. The research instruments used were the Test of Students Understanding of Chemical Concepts (TOSUCC), Biology Achievement Test (BAT) which measured achievement in biochemical topics and Interview Schedules for both teachers and students. The quantitative data collected were analysed using Analysis of Covariance (ANCOVA) for the hypotheses and mean ratings for the research questions; and the qualitative data were analysed by coding and themes generation and interpretations. Findings show that the experimental group performed better than the control group in the biochemical topics. An effect size of Cohen`s d equal to 0.996 was determined from the mean scores and standard deviations of the experimental and control samples for the study. Therefore, the experimental group had better achievement because determined effect size seemed large enough in favour of the treatment group. No significant interaction effects of gender and location on students` level of achievement in both experimental and control groups were established by the study. The teachers in particular should use the outcome of this study to improve on their teaching, emphasizing on concept understanding in their teaching and prior learning/knowledge or pre – requisite concepts. This is because certain chemical concepts are required before the teaching of the main topics (Biochemical topics in this case). In other words, this study recommends that secondary school biology and chemistry teachers should teach for concept understanding, topics that are related to the new topics before teaching the topics. / Science Education / Ph. D. (Science Education)

The study investigated South African Grade 10 Physical science learners’ reasoning about basic chemical phenomena at sub-microscopic level. The study adopted a non-experimental, exploratory and descriptive method and was principally guided by the ex-post facto research design using a concurrent embedded strategy of mixed qualitative and qualitative approach. A total of 280 grade 10 physical science learners in their intact classes and six of their teachers participated in the study. The 280 physical science learners comprised of 100 students from two top performing schools, 100 learners from two middle performing schools and the last 80 learners were drawn from two poor performing schools in Gauteng Department of Education’s Tshwane North District. A two-tier multiple-choice paper and pencil Test of Basic Chemistry Knowledge (TBCK) based on the three levels of chemical representation of matter was administered to the 280 physical science learners in their Grade 11 first term to collect both quantitative and qualitative data. In addition to the TBCK, focus group discussions (FGDs) with learners, teacher interviews and document analysis were used to triangulate data. The results revealed that most Grade 10 learners find it easy to identify pure elements and the solid state but find it difficult to negotiate between the three levels (macroscopic, sub-microscopic and symbolic) of chemical representation of matter. It became clear that learners experienced more difficulties in the concepts of basic solutions, acidic solutions, concentration and ionic compounds in solution. It also became apparent that some learners could not tell differences between a diatomic element and a compound indicating conceptual problems when they reason at particle level, and as a result they could not identify a mixture of elements. The results also indicated that the concepts of pure compounds and mixtures of compounds were not easy to comprehend as most learners took a pure compound for a mixture of atoms and a mixture of compounds for a mixture of elements. It is therefore concluded that learners find it difficult negotiating the three levels of chemical representation of matter. However, it is not clear whether the misconceptions the learners showed could be completely attributable to the concepts involved or the nature of the sub-microscopic models that were used in the test as it was also revealed that most teachers were not using sub-microscopic representations during instruction to enable learners to think at particle level. Furthermore, justifications to the multiple-choice tasks revealed lack of understanding of basic chemical concepts as well as language problems amongst learners as they could not clearly express their reasoning. Based on the results, some recommendations to educators, chemistry curriculum planners, teacher education and the chemistry education research field are suggested. / Science and Technology Education / D. Phil. ((Philosophy in Mathematics, Science and Technology Education)

The study investigated South African Grade 10 Physical science learners’ reasoning about basic chemical phenomena at sub-microscopic level. The study adopted a non-experimental, exploratory and descriptive method and was principally guided by the ex-post facto research design using a concurrent embedded strategy of mixed qualitative and qualitative approach. A total of 280 grade 10 physical science learners in their intact classes and six of their teachers participated in the study. The 280 physical science learners comprised of 100 students from two top performing schools, 100 learners from two middle performing schools and the last 80 learners were drawn from two poor performing schools in Gauteng Department of Education’s Tshwane North District. A two-tier multiple-choice paper and pencil Test of Basic Chemistry Knowledge (TBCK) based on the three levels of chemical representation of matter was administered to the 280 physical science learners in their Grade 11 first term to collect both quantitative and qualitative data. In addition to the TBCK, focus group discussions (FGDs) with learners, teacher interviews and document analysis were used to triangulate data. The results revealed that most Grade 10 learners find it easy to identify pure elements and the solid state but find it difficult to negotiate between the three levels (macroscopic, sub-microscopic and symbolic) of chemical representation of matter. It became clear that learners experienced more difficulties in the concepts of basic solutions, acidic solutions, concentration and ionic compounds in solution. It also became apparent that some learners could not tell differences between a diatomic element and a compound indicating conceptual problems when they reason at particle level, and as a result they could not identify a mixture of elements. The results also indicated that the concepts of pure compounds and mixtures of compounds were not easy to comprehend as most learners took a pure compound for a mixture of atoms and a mixture of compounds for a mixture of elements. It is therefore concluded that learners find it difficult negotiating the three levels of chemical representation of matter. However, it is not clear whether the misconceptions the learners showed could be completely attributable to the concepts involved or the nature of the sub-microscopic models that were used in the test as it was also revealed that most teachers were not using sub-microscopic representations during instruction to enable learners to think at particle level. Furthermore, justifications to the multiple-choice tasks revealed lack of understanding of basic chemical concepts as well as language problems amongst learners as they could not clearly express their reasoning. Based on the results, some recommendations to educators, chemistry curriculum planners, teacher education and the chemistry education research field are suggested. / Science and Technology Education / D. Phil. ((Philosophy in Mathematics, Science and Technology Education)

The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))

The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))