Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 70-73).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 70-73). Also available in print.

The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.

O ensino de MatemÃtica, e em especial, o de Geometria, apresenta-se nos dias atuais ainda como um desafio aos educadores na busca da promoÃÃo de melhores Ãndices de aprendizagem e, portanto, do sucesso escolar nesta disciplina. Neste sentido, o presente trabalho versa sobre a aplicaÃÃo da metodologia da SequÃncia Fedathi no ensino de sÃlidos geomÃtricos. Iniciou-se com uma pesquisa bibliogrÃfica que objetivou compreender sobre a Geometria e seu ensino, bem como a fundamentaÃÃo metodolÃgica da SequÃncia Fedathi. Delineou-se ainda como uma pesquisa de campo que analisou o potencial pedagÃgico do referido mÃtodo no ensino e na aprendizagem de sÃlidos geomÃtricos. Teve como sujeitos da pesquisa duas turmas do 2 ano do Ensino MÃdio da EEM Liceu de Iguatu-Ce Dr. Josà Gondim, as quais foram divididas: uma turma controle e a outra onde a pesquisa foi desenvolvida. Nesta Ãltima, o ensino de sÃlidos geomÃtricos foi trabalhado à luz da SequÃncia Fedathi. Nela havia uma populaÃÃo de 45 estudantes, dos quais 43 deles responderam ao questionÃrio prÃ-teste (contendo os requisitos do conteÃdo ministrado), enquanto que 42 responderam ao questionÃrio pÃs-teste e ao questionÃrio socioeconÃmico. Jà na turma controle havia uma populaÃÃo de 40 alunos, sendo que uma amostra de 38 deles respondeu ao questionÃrio prÃ-teste e 35 aos questionÃrios pÃs-teste e socioeconÃmico. Este Ãltimo questionÃrio era fechado e objetivou caracterizar os sujeitos da pesquisa. Jà os questionÃrios prÃ-teste e pÃs-teste, que tambÃm compuseram as tÃcnicas de pesquisa, eram semiestruturados e buscavam avaliar os resultados de aprendizagem dos estudantes. Foram ainda feitos registros dos planejamentos das sessÃes didÃticas, resumo do plano de cada sessÃo e produzidas filmagens de cada sessÃo didÃtica. A pesquisa de campo revelou que alÃm dos conceitos de sÃlidos geomÃtricos ser aplicÃvel à metodologia da SequÃncia Fedathi, o ensino deste conteÃdo pautado nesta SequÃncia favoreceu a melhores resultados de aprendizagem quando comparados aos da turma controle / The teaching of mathematics, and in particular the geometry, presents today still a challenge to educators in the pursuit of promoting better learning rates and therefore school success in this discipline. In this sense, the present work deals with the application of Fedathi Sequence methodology in the teaching of geometric solids. It began with a bibliographical research aimed at understanding on the geometry and its teaching, as well as the methodological foundation of Fedathi Sequence. It also outlined as a field of research that analyzed the pedagogical potential of this method in teaching and learning of geometric solids. Had as research subjects two classes of the 2nd year of high school the EEM Iguatu-Ce High School Josà Gondim, which were divided: one control group and the other where the research was conducted. In the latter, the teaching of geometric solids has worked in the light of Fedathi sequence. It had a population of 45 students, of which 43 of them responded to the pre-test questionnaire (containing the requirements of the given content), while 42 answered the post-test questionnaire and socioeconomic questionnaire. In the control group had a population of 40 students, with a sample of 38 of them responded to the pre-test questionnaire and 35 to the post-test questionnaires and socioeconomic. The latter questionnaire was closed and aimed to characterize the subjects. Already the pre-test and post-test questionnaires, which also composed the research techniques were semi-structured and sought to assess the students' learning outcomes. Were also made records of the educational sessions planning, plan summary of each session and produced recordings of each teaching session. The field research revealed that in addition to geometric solids concepts apply to the methodology of Fedathi Sequence, teaching this content ruled this sequence favored the better learning outcomes when compared to the control group.

A avaliação se consolidou historicamente como parte fundamental do processo de ensino e aprendizagem. Por isso deve ser mais do que uma classificação, tendo como função básica informar e orientar os professores e os alunos nas suas decisões. Partindo do princípio de que a interatividade e o envolvimento ativo dos alunos no processo e na avaliação, contribuem para promover o domínio de procedimentos e a compreensão conceitual através da resolução de problemas, do raciocínio e da argumentação, essa pesquisa desenvolveu um estudo sobre avaliação em que se utilizou de tecnologias como jogos digitais, softwares matemáticos e WebQuest, com alunos do 7º ano do Ensino Fundamental de um dos grupos que foi estimulado a ter maior controle e autonomia de suas aprendizagens. Para isso, investigamos uma sequência de ensino sobre ângulos e polígonos elaborada a partir das considerações governamentais oficiais, no que diz respeito ao uso de situações-problema e tecnologia para investigação e avaliação formativa em matemática; e analisamos as contribuições das tecnologias citadas para a avaliação do conceito de ângulo e das principais propriedades relativas a lados e ângulos de polígonos. Trata-se de uma pesquisa quanti-qualitativa que comparou o desempenho e evolução dos alunos do grupo experimental em comparação com um grupo controle, que não foi exposto à metodologia diferenciada de avaliação com apoio de tecnologias, em uma avaliação diagnóstica, num pré-teste e num pós-teste. A média das notas dos dois grupos na avaliação diagnóstica evidenciou que ambos possuíam os pré-requisitos para a aprendizagem de novos conceitos. A análise de variância mostrou que 32,4% da nota no pós-teste é explicada pela nota da avaliação diagnóstica, reforçando a importância dos conhecimentos prévios pra novas aprendizagens. Os resultados indicaram ainda benefícios do feedback e da autorregulação da aprendizagem promovidos pelas avaliações formativas apoiadas pelas tecnologias, principalmente para os alunos com mais dificuldades de aprendizagem. Consideramos que esses resultados podem oferecer subsídios para melhoria da prática avaliativa de professores de matemática. / The assessment is historically consolidated as a fundamental part of the teaching and learning process. Therefore, it should be more than classification, whose basic function is to inform and guide teachers and students in their decisions. Assuming that interactivity and active involvement of students in the process and evaluation help to promote the domain procedures and conceptual understanding through problem solving, reasoning and argumentation, this research has developed a study on evaluation in which technologies were used, such as digital games, software and mathematical WebQuest with students from the 7th grade of elementary school of one of the groups was encouraged to have greater control and autonomy in their learning. For that investigated a sequence of learning about angles and polygons, compiled from the official government considerations with regard to the use of problem situations and technology for research and formative assessment in mathematics; and analyze the contributions to the technologies mentioned evaluation angle concept and key properties for polygon sides and angles. It is a quantitative and qualitative research that compared the performance and progress of students in the experimental group compared to a control group that was not exposed to different methodology of evaluation with assistive technology in a diagnostic assessment, a pre-test and a post-test one. The average grade of the two groups in the diagnostic evaluation showed that both had the prerequisites for learning new concepts. Analysis of variance showed that 32.4% of the grade in the post-test is explained by diagnostic evaluation grade, reinforcing the importance of prior knowledge to new learning. The results indicated further benefits of feedback and learning self-regulation promoted by formative assessments supported by technologies primarily for students with learning disabilities. We believe that these results can provide insight to improve evaluation practices of mathematics teachers.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-11T14:31:55Z No. of bitstreams: 1 2011 - Ricardo de Castro Ribeiro Santos.pdf: 16661166 bytes, checksum: 3e9cbd7372714129f6015ce926f4eaf5 (MD5) / Made available in DSpace on 2016-10-11T14:31:55Z (GMT). No. of bitstreams: 1 2011 - Ricardo de Castro Ribeiro Santos.pdf: 16661166 bytes, checksum: 3e9cbd7372714129f6015ce926f4eaf5 (MD5) Previous issue date: 2011-11-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work aims to verify whether or not the change in the level of learning geometry of the thirty-seven students of the third year of Technical Education in Agriculture Concurrent with high school (EMTA-3), enrolled in 2009, after use software as a tool of Cabri Geometry II Plus, 3D calques and Poly, and the use of geometric solids used in the production process of the agribusiness in the CAF - Floriano Agricultural College. The choice of subject Geometry, from the content associated with the menu in Agribusiness, was motivated by the difficulties that students of different levels, present in the subject, with the proposal to deploy a new way of working that will serve as a model to only theoretical classes. Thus, in Agribusiness are many ways that space can be analyzed mathematically. However, it is the following questions: How can we do this? Use of the software will provide some benefit in this context? Can the student understand the relationship between high school and technical education? To answer these questions the students were subjected to six steps, including: Step 1: application of a test at time zero (t0), Step 2: twelve lectures, 3rd and 5th steps: twenty-two classes in computer lab , Step 4: Meeting in agribusiness (all morning) and Step 6: application of a test in a time (t1). After application of the test t0 observed that more than half of the subjects had lower scores than the 50%, whereas the t1 test, applied after the intervention methodology, this figure exceeded for more than half of the subjects, 50%. With this, we realize that the end of the project, students were more motivated about teaching mathematics, associating it with the use of software and awakening to the contextualization and interdisciplinarity, and the interconnection of technical education in high school will be stronger regarding the participation of the student, making focus the importance of mathematics in everyday life. It was concluded that the analysis of planar and spatial forms by the students became more consistent, showing that the use of solid and software proved to be an effective tool in the process of teaching and learning of geometry, enabling the interconnection of different areas. / O presente trabalho tem por objetivo verificar a mudan?a ou n?o do n?vel de aprendizado de geometria dos trinta e sete alunos do terceiro ano do Ensino T?cnico em Agropecu?ria Concomitante com o Ensino M?dio (EMTA-3), matriculados no ano de 2009, ap?s o uso como ferramenta dos softwares Cabri Geometry II Plus, Calques 3D e Poly, bem como o uso dos S?lidos Geom?tricos usados no processo de produ??o da agroind?stria no CAF ? Col?gio Agr?cola de Floriano. A escolha do tema Geometria, dentre os conte?dos associados ? ementa na Agroind?stria, foi motivada pela constata??o das dificuldades que os alunos, de diferentes n?veis, apresentam em rela??o ao assunto, com a proposta de implantar um novo m?todo de trabalho que servir? como modelo ?s aulas apenas te?ricas. Dessa forma, na Agroind?stria encontram-se v?rias formas espaciais que podem ser analisadas matematicamente. Contudo, faz-se os seguintes questionamentos: De que forma podemos fazer isso? O uso de softwares ir? apresentar algum benef?cio dentro deste contexto? Poder? o aluno compreender a rela??o entre o Ensino M?dio e o Ensino T?cnico? Para responder a estas perguntas os alunos foram submetidos a seis etapas, dentre elas: 1? etapa: aplica??o de um teste no tempo zero (t0), 2? etapa: doze aulas expositivas, 3? e 5? etapas: vinte e duas aulas no laborat?rio de inform?tica, 4? etapa: encontro na agroind?stria (manh? toda) e 6? etapa: aplica??o de um teste no tempo um (t1). Ap?s a aplica??o do teste t0 observou-se que mais da metade dos sujeitos da pesquisa apresentaram ?ndice de acertos inferior a 50%; j? no teste t1, aplicado ap?s as interven??es metodol?gicas, esse ?ndice ultrapassou, para mais da metade dos sujeitos, os 50%. Com isso, percebemos que ao final do projeto, os alunos se mostraram mais motivados quanto ao ensino da matem?tica, associando-a ao uso de softwares e despertando para a contextualiza??o e a interdisciplinaridade, assim a interliga??o do ensino t?cnico com o ensino m?dio ficar? mais s?lida em rela??o ? participa??o do aluno, fazendo com que enfoque a import?ncia da matem?tica no cotidiano. P?de-se concluir que a an?lise das formas planas e espaciais por parte dos alunos se tornou mais consistente, comprovando que o uso de s?lidos e softwares se mostrou com uma ferramenta eficaz no processo de ensino aprendizagem da geometria, possibilitando a interliga??o das diversas ?reas

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-10-21T10:07:56Z No. of bitstreams: 1 2011 - Ricardo de Castro Ribeiro Santos.pdf: 16661166 bytes, checksum: 3e9cbd7372714129f6015ce926f4eaf5 (MD5) / Made available in DSpace on 2016-10-21T10:07:56Z (GMT). No. of bitstreams: 1 2011 - Ricardo de Castro Ribeiro Santos.pdf: 16661166 bytes, checksum: 3e9cbd7372714129f6015ce926f4eaf5 (MD5) Previous issue date: 2011-11-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The present work aims to verify whether or not the change in the level of learning geometry of the thirty-seven students of the third year of Technical Education in Agriculture Concurrent with high school (EMTA-3), enrolled in 2009, after use software as a tool of Cabri Geometry II Plus, 3D calques and Poly, and the use of geometric solids used in the production process of the agribusiness in the CAF - Floriano Agricultural College. The choice of subject Geometry, from the content associated with the menu in Agribusiness, was motivated by the difficulties that students of different levels, present in the subject, with the proposal to deploy a new way of working that will serve as a model to only theoretical classes. Thus, in Agribusiness are many ways that space can be analyzed mathematically. However, it is the following questions: How can we do this? Use of the software will provide some benefit in this context? Can the student understand the relationship between high school and technical education? To answer these questions the students were subjected to six steps, including: Step 1: application of a test at time zero (t0), Step 2: twelve lectures, 3rd and 5th steps: twenty-two classes in computer lab , Step 4: Meeting in agribusiness (all morning) and Step 6: application of a test in a time (t1). After application of the test t0 observed that more than half of the subjects had lower scores than the 50%, whereas the t1 test, applied after the intervention methodology, this figure exceeded for more than half of the subjects, 50%. With this, we realize that the end of the project, students were more motivated about teaching mathematics, associating it with the use of software and awakening to the contextualization and interdisciplinarity, and the interconnection of technical education in high school will be stronger regarding the participation of the student, making focus the importance of mathematics in everyday life. It was concluded that the analysis of planar and spatial forms by the students became more consistent, showing that the use of solid and software proved to be an effective tool in the process of teaching and learning of geometry, enabling the interconnection of different areas / O presente trabalho tem por objetivo verificar a mudan?a ou n?o do n?vel de aprendizado de geometria dos trinta e sete alunos do terceiro ano do Ensino T?cnico em Agropecu?ria Concomitante com o Ensino M?dio (EMTA-3), matriculados no ano de 2009, ap?s o uso como ferramenta dos softwares Cabri Geometry II Plus, Calques 3D e Poly, bem como o uso dos S?lidos Geom?tricos usados no processo de produ??o da agroind?stria no CAF ? Col?gio Agr?cola de Floriano. A escolha do tema Geometria, dentre os conte?dos associados ? ementa na Agroind?stria, foi motivada pela constata??o das dificuldades que os alunos, de diferentes n?veis, apresentam em rela??o ao assunto, com a proposta de implantar um novo m?todo de trabalho que servir? como modelo ?s aulas apenas te?ricas. Dessa forma, na Agroind?stria encontram-se v?rias formas espaciais que podem ser analisadas matematicamente. Contudo, faz-se os seguintes questionamentos: De que forma podemos fazer isso? O uso de softwares ir? apresentar algum benef?cio dentro deste contexto? Poder? o aluno compreender a rela??o entre o Ensino M?dio e o Ensino T?cnico? Para responder a estas perguntas os alunos foram submetidos a seis etapas, dentre elas: 1? etapa: aplica??o de um teste no tempo zero (t0), 2? etapa: doze aulas expositivas, 3? e 5? etapas: vinte e duas aulas no laborat?rio de inform?tica, 4? etapa: encontro na agroind?stria (manh? toda) e 6? etapa: aplica??o de um teste no tempo um (t1). Ap?s a aplica??o do teste t0 observou-se que mais da metade dos sujeitos da pesquisa apresentaram ?ndice de acertos inferior a 50%; j? no teste t1, aplicado ap?s as interven??es metodol?gicas, esse ?ndice ultrapassou, para mais da metade dos sujeitos, os 50%. Com isso, percebemos que ao final do projeto, os alunos se mostraram mais motivados quanto ao ensino da matem?tica, associando-a ao uso de softwares e despertando para a contextualiza??o e a interdisciplinaridade, assim a interliga??o do ensino t?cnico com o ensino m?dio ficar? mais s?lida em rela??o ? participa??o do aluno, fazendo com que enfoque a import?ncia da matem?tica no cotidiano. P?de-se concluir que a an?lise das formas planas e espaciais por parte dos alunos se tornou mais consistente, comprovando que o uso de s?lidos e softwares se mostrou com uma ferramenta eficaz no processo de ensino aprendizagem da geometria, possibilitando a interliga??o das diversas ?reas.

A avaliação se consolidou historicamente como parte fundamental do processo de ensino e aprendizagem. Por isso deve ser mais do que uma classificação, tendo como função básica informar e orientar os professores e os alunos nas suas decisões. Partindo do princípio de que a interatividade e o envolvimento ativo dos alunos no processo e na avaliação, contribuem para promover o domínio de procedimentos e a compreensão conceitual através da resolução de problemas, do raciocínio e da argumentação, essa pesquisa desenvolveu um estudo sobre avaliação em que se utilizou de tecnologias como jogos digitais, softwares matemáticos e WebQuest, com alunos do 7º ano do Ensino Fundamental de um dos grupos que foi estimulado a ter maior controle e autonomia de suas aprendizagens. Para isso, investigamos uma sequência de ensino sobre ângulos e polígonos elaborada a partir das considerações governamentais oficiais, no que diz respeito ao uso de situações-problema e tecnologia para investigação e avaliação formativa em matemática; e analisamos as contribuições das tecnologias citadas para a avaliação do conceito de ângulo e das principais propriedades relativas a lados e ângulos de polígonos. Trata-se de uma pesquisa quanti-qualitativa que comparou o desempenho e evolução dos alunos do grupo experimental em comparação com um grupo controle, que não foi exposto à metodologia diferenciada de avaliação com apoio de tecnologias, em uma avaliação diagnóstica, num pré-teste e num pós-teste. A média das notas dos dois grupos na avaliação diagnóstica evidenciou que ambos possuíam os pré-requisitos para a aprendizagem de novos conceitos. A análise de variância mostrou que 32,4% da nota no pós-teste é explicada pela nota da avaliação diagnóstica, reforçando a importância dos conhecimentos prévios pra novas aprendizagens. Os resultados indicaram ainda benefícios do feedback e da autorregulação da aprendizagem promovidos pelas avaliações formativas apoiadas pelas tecnologias, principalmente para os alunos com mais dificuldades de aprendizagem. Consideramos que esses resultados podem oferecer subsídios para melhoria da prática avaliativa de professores de matemática. / The assessment is historically consolidated as a fundamental part of the teaching and learning process. Therefore, it should be more than classification, whose basic function is to inform and guide teachers and students in their decisions. Assuming that interactivity and active involvement of students in the process and evaluation help to promote the domain procedures and conceptual understanding through problem solving, reasoning and argumentation, this research has developed a study on evaluation in which technologies were used, such as digital games, software and mathematical WebQuest with students from the 7th grade of elementary school of one of the groups was encouraged to have greater control and autonomy in their learning. For that investigated a sequence of learning about angles and polygons, compiled from the official government considerations with regard to the use of problem situations and technology for research and formative assessment in mathematics; and analyze the contributions to the technologies mentioned evaluation angle concept and key properties for polygon sides and angles. It is a quantitative and qualitative research that compared the performance and progress of students in the experimental group compared to a control group that was not exposed to different methodology of evaluation with assistive technology in a diagnostic assessment, a pre-test and a post-test one. The average grade of the two groups in the diagnostic evaluation showed that both had the prerequisites for learning new concepts. Analysis of variance showed that 32.4% of the grade in the post-test is explained by diagnostic evaluation grade, reinforcing the importance of prior knowledge to new learning. The results indicated further benefits of feedback and learning self-regulation promoted by formative assessments supported by technologies primarily for students with learning disabilities. We believe that these results can provide insight to improve evaluation practices of mathematics teachers.

The aim of this study was twofold: (a) to investigate whether seventh grade students&rsquo / conditional and procedural knowledge acquisition in, attitude towards, active learning strategies in, and learning value of geometry improve differentially for students having different cognitive styles in project-based learning and (b) to examine how project-based learning affects them. Participants were 97 seventh-grade students in a private school in Ankara. The students were classified into three groups: Field dependent (N=31), field middle (N=35), and field independent (N=31), based on the raw scores of the participants from the Group Embedded Figures Test. Only one treatment (i.e., project-based learning) was conducted for the study, lasting 30 lesson hours. Pre-test and post-test design for the students having three different cognitive styles was utilized. A mixed methods design integrating both quantitative and qualitative data was used for this study. The data were collected through Conditional and Procedural Knowledge Tests, Active Learning Strategies in and Learning Value of Geometry Questionnaire, Geometry Attitude Scale, interview responses, and classroom observation field notes. The quantitative analyses were carried out by using Mixed Design (one between factor and one within factor) Multivariate Analysis of Variance (MANOVA). The results revealed that there is no significant interaction between time and group. There was a substantial main effect for time and follow up analyses for this effect showed that the students achieved large learning gains for all dependent variables. In addition, the main effect of group was not significant. According to interview responses and classroom observation field notes, those quantitative results were attributable to the influence of contextualizing, visualizing, and collaborating geometry concepts with their peers and teacher during benchmark lessons and developing and sharing artifacts for each of the cognitive style group.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-09-22T13:48:58Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Júlia Bouzon.pdf: 1678915 bytes, checksum: 16d4cd27fa8d6d7bde066b78795adebc (MD5) Blog.pdf: 86753 bytes, checksum: bcebf4c9cb7f91d4ac040492e3927394 (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-04T21:44:00Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Júlia Bouzon.pdf: 1678915 bytes, checksum: 16d4cd27fa8d6d7bde066b78795adebc (MD5) Blog.pdf: 86753 bytes, checksum: bcebf4c9cb7f91d4ac040492e3927394 (MD5) / Made available in DSpace on 2017-10-04T21:44:00Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Júlia Bouzon.pdf: 1678915 bytes, checksum: 16d4cd27fa8d6d7bde066b78795adebc (MD5) Blog.pdf: 86753 bytes, checksum: bcebf4c9cb7f91d4ac040492e3927394 (MD5) / Com uma proposta de atuação na melhoria do processo de Ensino-Aprendizagem de Química, neste trabalho é descrito o uso de metodologias didáticas alternativas para o ensino dos conteúdos curriculares de Geometria Molecular e de Soluções. O primeiro tópico foi abordado com o uso de balões de aniversário como modelos materiais, enquanto para o segundo utilizou-se substâncias comuns no dia a dia dos alunos na busca de um ensino mais contextualizado. A avaliação da aplicação destas metodologias didáticas foi realizada comparativamente (turmas onde as metodologias foram aplicadas versus turmas que não tiveram acesso as mesmas) por meio de questionários sobre a metodologia em si e exercícios sobre os conteúdos disciplinares. Os resultados alcançados foram positivos demonstrando o favorecimento do processo de ensino-aprendizagem, com maior participação dos alunos tanto na discussão quanto na construção do próprio conhecimento. Considerando os resultados observados e a necessidade de trocas entre os docentes de experiências inovadoras utilizadas para a melhoria do Ensino de Química, este trabalho também relata a construção de um blog que objetiva a discussão de metodologias didáticas e a troca de conhecimentos e experiências entre professores de Química. / Based on a proposal to improve the Chemistry teaching-learning process, this work describes the use of alternative methods for teaching the curricular content of Molecular Geometry and Solutions. The first topic was approached using birthday balloons as material models, while for the second we used common substances in students’ everyday lives to provide a more contextualized learning. The evaluation of the implementation of these teaching methodologies was carried out comparatively (classes where the methodologies were applied versus classes that did not have access to these) through questionnaires on the methodology itself and exercises on the subject content. The results were positive, having demonstrated that the teaching-learning process was favored, from the increased participation of students, both in discussion and in the construction of knowledge itself. Considering the observed results and the need for exchanges among teachers who did innovative experiments to improve their teaching of Chemistry, this paper also describes the creation of a blog that aims to discuss teaching methods and promote the exchange of knowledge and experience among Chemistry teachers.