This master's thesis discusses the use of UV/VIS spectrophotometry in chemistry teacher education. Optical methods principles are described in theoretical part of the thesis, and. the main part is dedicated to UV-VIS spectrophotometry. Tasks for quantifying and qualifying substances determination are described in experimental part. Educational tasks are described in a way so that chemistry teachers could use for instructions.

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-30T22:04:10Z No. of bitstreams: 1 Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5) / Made available in DSpace on 2016-09-30T22:04:10Z (GMT). No. of bitstreams: 1 Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5) Previous issue date: 2016-07-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research arose from an inquietude originating with a reflection on the results of master’s research by the author about the use of technology in schools. During that study, it was possible to verify the difficulty of early elementary teachers when proposing tasks for students to carry out using donated computers. As such, questions arose along with a desire to comprehend how teachers organize activities to be used in the classroom, how teachers structure the classes, and what kind of educational experiences they provide students. We opted to study third grade classrooms since they are considered to be a privileged locus for understanding and explaining the teaching environment. The point of departure was always the teachers, but the strategic position this grade has occupied over the last decade, in the organization of instruction throughout the schooling process, was considered. For this reason, we initially counted on the ample spectrum of studies and research realized in recent decades. As such, the central objective of this research was to characterize the fundamental aspects of the work of two third grade teachers and their classrooms in two different schools in a small, rural city in the state of São Paulo. This city was chosen since it is understood that the relations is these spaces are very different from those in medium-sized and large cities, locations where educational research is already happening regularly. In addition to an analysis of the official documents of these schools, classroom observations were carried out between the months of March and October of 2014. Procedures for classroom observations, data collection and analysis were based on Gimeno (2000) who, with his concept of “the architecture of practice,” suggests essential points for observing teaching practice in the classroom. This allows us to understand the characteristics of the class and classroom practices through the educational tasks proposed for the students, possible points to consider as a fundamental part of this concept. In order to amplify the qualitative dimension of this understanding, we also made use of Bloom (1974) and his collaborators’ concept of taxonomy, since in addition to classifying the educational tasks, cognitive levels were highlighted, from simple to elaborate levels of thinking. This research indicated that even when faced with different teacher profiles, uneven educational objectives among the schools, and educational tasks that could be characterized as unequal, the students advanced little in their cognitive levels, with teaching and learning designs defining a three-tiered construction marked by three levels of results and the formation of three groups of students in regards to their learning outcomes / Esta pesquisa partiu de inquietação oriunda da reflexão sobre os resultados de pesquisa de mestrado sobre o uso de tecnologias na escola. Durante esse estudo verificou-se a dificuldade de os professores das séries iniciais do ensino fundamental para proporem tarefas aos alunos usando microcomputadores recebidos por doação. Assim, surgiu o questionamento e a vontade de verificar como os professores organizam as atividades a serem utilizadas em sala de aula: como se estruturam as aulas e que tipo de formação elas propiciam aos alunos. Optou-se pelo estudo da sala de aula de terceiros anos/séries por entendê-la como lócus privilegiado para compreender e explicar o ensino que ocorre nas classes escolares, sempre a partir do professor, mas, sobretudo, pela posição estratégica dessa série na organização do ensino no percurso da escolarização nas últimas décadas. Para isso valemos inicialmente de amplo espectro de estudos e pesquisas sobre realizadas por décadas. Assim, o objetivo central desta pesquisa foi o de caracterizar aspectos fundamentais do trabalho de duas professoras, em duas escolas e classes escolares do terceiro ano do ensino fundamental, em um município de pequeno porte do interior do estado de São Paulo. A decisão por essa cidade ocorreu por entender que as relações que se sucedem nesses espaços são muito diferentes daquelas que temos nas cidades de grande e médio porte, locais em que pesquisas educacionais já são muito recorrentes. Além da análise dos documentos oficiais dessas escolas, foram feitas observações na sala de aula entre os meses de março a outubro de 2014. Tanto para os procedimentos de observação, coleta quanto análise de dados partiu-se das notas sugeridas por Gimeno (2000) ao indicar pontos indispensáveis para observar a prática docente na classe, já que constrói o conceito de “arquitetura da prática”, que nos permite compreender as características da aula e das práticas por meio das tarefas escolares propostas aos alunos, pontos possíveis enquanto parte fundamental integrante desse conceito. Para ampliar a dimensão qualitativa desse entendimento, também foi utilizado o conceito de taxionomia de Bloom (1974) e seus colaboradores, pois além de caracterizar as tarefas escolares, destaca níveis de qualidade cognitiva, do pensamento mais simples ao mais elaborado. Esta pesquisa indicou que mesmo diante de perfis tão diferenciados dos professores para ensinar, dos objetivos educacionais díspares entre as escolas e de tarefas escolares desiguais na sua caracterização, os alunos avançam pouco nos níveis de cognição, com desenhos de ensino e aprendizagem definindo uma construção em três patamares marcados por três níveis de resultados, formação de três grupos de alunos quanto ao seu aprendizado

The aim of this study is to discover how primary scholars as substitute parents, contemplate the perceiving aspect of their substitute parenting. In the theoretical chapters the demands set for adults as primary educators and their development, are viewed. A comparative study between the primary edu­ cator and the child, rounds it off. The experiencing, giving meaning to, and the consequent involvement of substitute parents in their life-world, follow. The research design, substantiates the choice of format, methods of data col­ lection and analyses. Examples of raw data gathered from various tests are presented. Finally, the consolidated data is interpreted. The findings of this study is that substitute parents experience their tasks as being pleasant. Substitute parents are generally over involved with their siblings. This culminates in the development of a strong bond between substitute parents and younger siblings. Substitute parents require support and guidance from an adult to enable them to become adults and venture in their life-world. / In bierdie studie is die leefWereld van die substituut-ouer bestudeer. Die oorhoofse doel van hierdie studie is om met behulp van teoretiese en empiriese studies, ondersoek in te stel na substituut-ouers se belewing van bulle besondere taak. Die studie neem 'n amwang met 'n beskrywing van die primere opvoeder se verantwoordelikhede en eise. Die ontwikkeling van die volwassene word daama bestudeer. Verder Is gelet op die e1se en ontwikkeling wat aan kindwecs gelykgestel word. Die doel hiermee, is om uiteindelik 'n vergelyking te kan tref tussen die volwassene en die kind. Nadat so 'n vergclyking tussen die kind en volwassene gemaak is, sal die probleme wat die kind as substituut-ouer ervaar, oorweeg kan word. Die literatuurstudie kulmincer in substituut-ouers se unieke betekenisgewing, betrokkenheid en belewing aan en by bulle leefWereld. Dan word die literatuurstudie opgevolg deur die navorsingsontwerp, keuse van steekproef­ neming asook wyses van dataverameling en -analisering. Ten slotte word daar gekyk na die verslaggewing aangaande inligting soos bekom met behulp van die verkenningsmedia, te wete individuele onderhoude met die deelnemers aan die navorsing, die Bene-Anthony gesinsverhou­ dingstoets, die Persoonlikheidsvraelys vir kinders, die projeksiemedia van Jacobs en Vrey en die Kinestetiese huisgesinstekeninge. Die gekonsolideerde data word dan geinterpreteer en weergegee ten einde die postulate soos in boofstuk 5 uiteengesit te beantwoord. Die belangrikste bevindings van die studie is dat die taak van substituut­ ouerswees vir laerskoolkinders aangenaam is. Hierdie aangename belewing van hulle taak as substituut-ouers, dra egter nie by tot die vonning van 'n positiewe selfkonsep by die substituut-ouer nie. Substituut-ouers ervaar angs en kommer aangaande hulle substituut-ouerskap. Hulle voel nie bevoeg om as substituut-ouers op te tree nie. Substituut-ouers IS oar die algemeen oorbetrokke by hulle broers en susters. Hulle sien om na hulle sibbe, verseker dat hulle veilig is en verleen hulp aan hulle, waar nodig. Hierdie betrokkenheid veroorsaak 'n sterk band tussen die leerlinge. Hierdie sterk band wat tussen die substituut-ouers en hulle sibbe bestaan, is egter afwesig tussen die substituut-ouers en hulle eie ouers. Substituut-ouers toon dan oak teen die verwagting van die navorser in, dat hulle nie beskik oor 'n verantwoordelikheidsin nie. Substituut-ouers k:an eerder beskryf word as teruggetrokke, met min deursettingsvennoe, prikkelbaar, goedhartig, onderdanig, athanklik en inskiklik. Die studie toon ten slotte dat substituut-ouers betrokke raak by hulle taak as substituut-ouers, vanwee 'n aansporingsmiddel, te wete sakgeld. Benewens vir die bogenoemde bevindings, toon die studie oak dat die ondersteuning en begeleiding van substituut-ouers deur 'n volwassene tot volwassenheid noodsaaklik is. / Psychology of Education / M. Ed. (Voorligting)

The aim of this study is to discover how primary scholars as substitute parents, contemplate the perceiving aspect of their substitute parenting. In the theoretical chapters the demands set for adults as primary educators and their development, are viewed. A comparative study between the primary edu­ cator and the child, rounds it off. The experiencing, giving meaning to, and the consequent involvement of substitute parents in their life-world, follow. The research design, substantiates the choice of format, methods of data col­ lection and analyses. Examples of raw data gathered from various tests are presented. Finally, the consolidated data is interpreted. The findings of this study is that substitute parents experience their tasks as being pleasant. Substitute parents are generally over involved with their siblings. This culminates in the development of a strong bond between substitute parents and younger siblings. Substitute parents require support and guidance from an adult to enable them to become adults and venture in their life-world. / In bierdie studie is die leefWereld van die substituut-ouer bestudeer. Die oorhoofse doel van hierdie studie is om met behulp van teoretiese en empiriese studies, ondersoek in te stel na substituut-ouers se belewing van bulle besondere taak. Die studie neem 'n amwang met 'n beskrywing van die primere opvoeder se verantwoordelikhede en eise. Die ontwikkeling van die volwassene word daama bestudeer. Verder Is gelet op die e1se en ontwikkeling wat aan kindwecs gelykgestel word. Die doel hiermee, is om uiteindelik 'n vergelyking te kan tref tussen die volwassene en die kind. Nadat so 'n vergclyking tussen die kind en volwassene gemaak is, sal die probleme wat die kind as substituut-ouer ervaar, oorweeg kan word. Die literatuurstudie kulmincer in substituut-ouers se unieke betekenisgewing, betrokkenheid en belewing aan en by bulle leefWereld. Dan word die literatuurstudie opgevolg deur die navorsingsontwerp, keuse van steekproef­ neming asook wyses van dataverameling en -analisering. Ten slotte word daar gekyk na die verslaggewing aangaande inligting soos bekom met behulp van die verkenningsmedia, te wete individuele onderhoude met die deelnemers aan die navorsing, die Bene-Anthony gesinsverhou­ dingstoets, die Persoonlikheidsvraelys vir kinders, die projeksiemedia van Jacobs en Vrey en die Kinestetiese huisgesinstekeninge. Die gekonsolideerde data word dan geinterpreteer en weergegee ten einde die postulate soos in boofstuk 5 uiteengesit te beantwoord. Die belangrikste bevindings van die studie is dat die taak van substituut­ ouerswees vir laerskoolkinders aangenaam is. Hierdie aangename belewing van hulle taak as substituut-ouers, dra egter nie by tot die vonning van 'n positiewe selfkonsep by die substituut-ouer nie. Substituut-ouers ervaar angs en kommer aangaande hulle substituut-ouerskap. Hulle voel nie bevoeg om as substituut-ouers op te tree nie. Substituut-ouers IS oar die algemeen oorbetrokke by hulle broers en susters. Hulle sien om na hulle sibbe, verseker dat hulle veilig is en verleen hulp aan hulle, waar nodig. Hierdie betrokkenheid veroorsaak 'n sterk band tussen die leerlinge. Hierdie sterk band wat tussen die substituut-ouers en hulle sibbe bestaan, is egter afwesig tussen die substituut-ouers en hulle eie ouers. Substituut-ouers toon dan oak teen die verwagting van die navorser in, dat hulle nie beskik oor 'n verantwoordelikheidsin nie. Substituut-ouers k:an eerder beskryf word as teruggetrokke, met min deursettingsvennoe, prikkelbaar, goedhartig, onderdanig, athanklik en inskiklik. Die studie toon ten slotte dat substituut-ouers betrokke raak by hulle taak as substituut-ouers, vanwee 'n aansporingsmiddel, te wete sakgeld. Benewens vir die bogenoemde bevindings, toon die studie oak dat die ondersteuning en begeleiding van substituut-ouers deur 'n volwassene tot volwassenheid noodsaaklik is. / Psychology of Education / M. Ed. (Voorligting)