Com as alterações ocorridas ultimamente no sistema educacional brasileiro, o ensino médio passou a fazer parte da educação básica. Desta forma, busca-se agora significado ao conhecimento escolar através da contextualização, interdisciplinaridade e incentivo ao raciocínio e a capacidade de aprender. Neste contexto, o ensino de química é um instrumento educativo valioso para atingir estes objetivos. No entanto, não se pode esquecer que os alunos no ambiente escolar podem socializar ideias, opiniões e imagens, tornando-as estruturadas em um \'saber prático\' que está em contínua elaboração nessas trocas de informação, experiências e relações do cotidiano. Este \'saber prático\' é\' denominado representações sociais. Este tipo de saber pode ser válido dependendo da relação que estabelece com o contexto no qual foi produzido. Assim. este estudo investigou as representações sociais de queima e combustão de 176 alunos das séries finais dos ensinos fundamental e médio de escolas pública e particular, além de analisar se o ensino de química foi capaz de modificá-Ias. Como instrumentos de pesquisa foram utilizados a associação livre de palavras, o desenho e a questão aberta, feitos a partir dos termos indutores queima e combustão. As informações obtidas, após a pré-análise flutuante, foram fragmentadas, categorizadas e contabilizadas. Através da análise de conteúdo pode-se sugerir as possíveis representações sociais de queima e combustão dos alunos pesquisados. Os resultados indicam que a queima está intimamente relacionada à destruição, mas em decorrência do ensino de química esta relação diminuiu. / After the last changes in the Brazilian educational system, the medium scholl level started to be part of the basic education. Being on that, the meaning of scholar knowledge is now persued through the contextualization, interdisciplinarity and incentive to the thought and learning capacity. Therefore, the teaching in Chemistry is a precious educative instrument to meet these objectives. However, we should not forget that the students, in the scholar ambient, can socialize ideas, opinions and images, making them structured in a \"practical knowing\" that is in continuous construction in these exchanging process of information, experience and day-to-day relationship. This oopractical knowing can be named social representations. It can be an obstacle to the acquisition of more elaborated ideas as well as it can be usefull, depending on the relation between this kind of knowledge and the context on what it has been produced. Therefore, this study has investigated the social representations for burning and combustion of 176 students of the last years of the fundamental and medium teaching either of public or private scholls. The capacity of the teaching in chemistry to modify it has been also analysed. Free association of words, drawing and open question carried out from the inductive terms - burning and combustion - have been used as research instruments. After the previous floatinq analysis, the resulting information has been spread out, categorized and accounted. The social representations for burning and combustion of the interviewed students could be sugqested with basis on the content analysis. It has been also concluded that the term burning IS closed related to destruction, but this relation has decreased due to the teaching in chemistry.

Com as alterações ocorridas ultimamente no sistema educacional brasileiro, o ensino médio passou a fazer parte da educação básica. Desta forma, busca-se agora significado ao conhecimento escolar através da contextualização, interdisciplinaridade e incentivo ao raciocínio e a capacidade de aprender. Neste contexto, o ensino de química é um instrumento educativo valioso para atingir estes objetivos. No entanto, não se pode esquecer que os alunos no ambiente escolar podem socializar ideias, opiniões e imagens, tornando-as estruturadas em um \'saber prático\' que está em contínua elaboração nessas trocas de informação, experiências e relações do cotidiano. Este \'saber prático\' é\' denominado representações sociais. Este tipo de saber pode ser válido dependendo da relação que estabelece com o contexto no qual foi produzido. Assim. este estudo investigou as representações sociais de queima e combustão de 176 alunos das séries finais dos ensinos fundamental e médio de escolas pública e particular, além de analisar se o ensino de química foi capaz de modificá-Ias. Como instrumentos de pesquisa foram utilizados a associação livre de palavras, o desenho e a questão aberta, feitos a partir dos termos indutores queima e combustão. As informações obtidas, após a pré-análise flutuante, foram fragmentadas, categorizadas e contabilizadas. Através da análise de conteúdo pode-se sugerir as possíveis representações sociais de queima e combustão dos alunos pesquisados. Os resultados indicam que a queima está intimamente relacionada à destruição, mas em decorrência do ensino de química esta relação diminuiu. / After the last changes in the Brazilian educational system, the medium scholl level started to be part of the basic education. Being on that, the meaning of scholar knowledge is now persued through the contextualization, interdisciplinarity and incentive to the thought and learning capacity. Therefore, the teaching in Chemistry is a precious educative instrument to meet these objectives. However, we should not forget that the students, in the scholar ambient, can socialize ideas, opinions and images, making them structured in a \"practical knowing\" that is in continuous construction in these exchanging process of information, experience and day-to-day relationship. This oopractical knowing can be named social representations. It can be an obstacle to the acquisition of more elaborated ideas as well as it can be usefull, depending on the relation between this kind of knowledge and the context on what it has been produced. Therefore, this study has investigated the social representations for burning and combustion of 176 students of the last years of the fundamental and medium teaching either of public or private scholls. The capacity of the teaching in chemistry to modify it has been also analysed. Free association of words, drawing and open question carried out from the inductive terms - burning and combustion - have been used as research instruments. After the previous floatinq analysis, the resulting information has been spread out, categorized and accounted. The social representations for burning and combustion of the interviewed students could be sugqested with basis on the content analysis. It has been also concluded that the term burning IS closed related to destruction, but this relation has decreased due to the teaching in chemistry.

Este estudo objetiva analisar o uso do software VLAB, aplicado ao ensino de conteÃdos de QuÃmica, aos alunos do primeiro ano do Ensino MÃdio profissionalizante dos cursos de AdministraÃÃo e InformÃtica. A pesquisa foi desenvolvida na escola pÃblica da rede estadual de EducaÃÃo profissional, localizada na cidade de CrateÃs-CE. O estudo tem Ãnfase na influÃncia e presenÃa das tecnologias educativas nos processos de ensino e aprendizagem, numa perspectiva construtivista. Para a execuÃÃo desta pesquisa, contou-se com a participaÃÃo de 90 alunos, divididos em trÃs grupos distintos. Grupo 1 â 30 alunos utilizaram-se de abordagem do conteÃdo com vÃnculos ao laboratÃrio de CiÃncias; grupo 2 - 30 alunos utilizaram o software VLAB como ferramenta educacional para detalhamento do conteÃdo; grupo 3 - 30 alunos utilizaram o espaÃo da sala de aula de forma tradicional. O fator mensurÃvel a ser destacado foi o Ãxito no desenvolvimento cognitivo dos alunos do grupo 2, que usaram o VLAB e tiveram melhoria significativa de suas notas se comparadas anterior e posteriormente a esta pesquisa, condicionando-se um aumento percentual destas notas em 85%, de aprendizagem identificada por intervenÃÃo didÃtica aplicada. Denota-se, portanto a viabilidade do aprimoramento das relaÃÃes didÃticas do uso do VLAB, como proposta educacional no Ensino de QuÃmica, conforme o proposto no produto educacional desta dissertaÃÃo. / This study aims to analyze the use of VLAB software, applied to the teaching content of Chemistry, students of the first year of high school vocational courses in Business and Computing. The research was conducted in theEscolaEstadual de EducaÃÃoProfissional, located in CrateÃs - CE. The study has an emphasis on the influence and presence of educational technologies in teaching and learning, a constructivist perspective. To carry out this research, we counted with the participation of 90 students, divided into three distinct groups. Group 1 - 30 students were used to approach the content with links to the science lab, group 2-30 VLAB students used the software as an educational tool for detailing the content, group 3-30 students used the space of the classroom so traditional. The measurable to be highlighted was the success factor in the cognitive development of students in group 2, who used VLAB and had significant improvement in their grades compared before and after this research, conditioning is a percentage increase in 85 % of these notes, learning identified by didactic intervention applied. We denote thus enhancing the feasibility of the use of didactic relations VLAB as an educational proposal in Chemistry Teaching, as proposed in the educational product of this dissertation.

This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning difficulties encountered by the instructor during phase b. The approach was designed to improve basic teaching skills and to enhance instructors' knowledge of student learning problems. The research employed qualitative and quantitative methods utilising multiple sources of data collection. Validation and reliability criteria were addressed through pluralistic epistemologies; triangulation, use of external observers, member checks, peer commentaries, and case studies. Likewise, the instructors' adaptation to the three phases in the approach were analysed together with students' perceptions of the teaching approaches in the new course. Two instructors, who were involved in the case study, taught the first version of the course having been coached by the researcher who attended almost all lessons within the semester. Analysis of the data indicated that the instructors developed teaching skills applicable in this instructional cycle approach. Problems in the implementation of the cycle were identified and used as the basis for the reconceptualization of a year-long, departmental study involving 13 instructors each of whom applied the instructional cycle to some degree. / Three instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. Nine instructors, who were moderately successful implementers, exhibited some pedagogical growth but still had problems in maintaining a well-organised classroom environment. The other three instructors had considerable trouble in applying the new approach. The shift from lecturing to applying the instructional cycle might seem like a relatively small change, yet it is a huge step for instructors who have predominantly taught using lectures for over ten years. This situation called for support by effective intervention through a realistic and practical faculty development program. After an initial training of instructors, extensive coaching in the classroom was used during the implementation phase as well as weekly small group meetings and monthly large group seminars. The course and faculty development process led to a strong increase in chemistry and chemistry pedagogy discussions in the faculty room with increasing collegiality. After the initial implementation, the process of change has continued. Every semester more improvements are made and several other Chemistry courses have been revised using the instructional cycle model of instruction.

Thesis (M. Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 217-218).

Thesis (M.Ed.)--University of Hong Kong, 1980. / Includes bibliographical references (leaf 217-218). Also available in print.

<p> This project presents the development of a lesson design format on "Introduction to Organic Chemistry" for CBI - computer-based instruction. The design is to be used with the authoring program, Private School, an intelligent delivery system database.</p> <p> The community college system has experienced many changes over the past few years. The changing political, economic and social climate has forced the community college system to re-examine how courses are delivered. Along with this, employers are demanding computer-literate students. There is a need for teachers to look at alternative delivery methods such as CBI. The addition of Computer-based learning to the chemistry curriculum at the community college is designed to do just that. CBI enhances student learning by providing an alternative delivery methodology for studying chemistry concepts, which can be abstract and difficult to comprehend.</p> <p> Computer-based learning has been slow to be implemented at community colleges. This lesson, designed for the computer courseware database, Private School, offers community college teachers a framework to use for their own curriculum initiatives, thus allaying some of the fears and anxieties associated with computer technology.</p> <p> Throughout the development of the computer-based instructional package, teacher involvement is critical. The success of such a teaching medium depends upon the commitment of the teacher/designer. The monitoring of student learning and of student progress must be built into the design.</p> <p> The instructional development model of Kemp, Morrison and Ross was used as the foundation for making decisions about instructional objectives, content, learning activities, resources, learner characteristics and student evaluation. The curriculum was then used as an example for the User Guide to help teachers with the development of their own CBI. This project describes 5 phases for the implementation of CBI into community colleges: teacher familiarization, instructional design, data entry, student familiarization and student evaluation and progress.</p> <p> CBI can provide resources for learning which are effective, richer, available for longer hours, and open to a wider range of college students. CBI also provides students with greater control over timing and pace, and there is more likelihood of resources suiting their style and stage of each student's learning.</p> / Thesis / Master of Science (Teaching)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Cosmetics and toiletries are items of frequent use for much of the Brazilian population, which is observed by strong economic growth that this sector has shown. Given the importance of this issue in a society in which the quest for beauty and longevity are remarkable features, it was decided to approach it from the perspective of chemical knowledge. In the development of this paper, came up to this issue of Chemistry topics developed in high school, and specifically the topic of Organic Functions was worked with a group of third year of high school in a public school located in the urban area of Santa Maria RS. To relate these everyday items to the chemical knowledge, it was used the teaching methodology of the three pedagogical moments, in which different approaches were used, such as questionnaires, experimental activities, reports, videos, games and group work. The present results show that many students express interest in learning more about this class of products, and note that, associating the experiences of students to the curriculum components is presented as a way of facilitating construction of knowledge. We can also point to the importance of this issue for a teaching of Chemistry that considers the contexts in which it occurs. In addition to the approach in the school context were also carried out activities with teachers in training, promoting discussion of this subject linked to their possibilities facing the teaching of Chemistry. From the results found it is possible to emphasize the relevance of the theme chosen to develop and discuss aspects of chemicals against the diversity of the public education environment. / Cosméticos e produtos de higiene pessoal são itens de consumo frequente por boa parte da população brasileira, o que se observa pelo acentuado crescimento econômico que este setor tem apresentado. Diante da relevância deste tema frente a uma sociedade em que a busca pela beleza e longevidade são características marcantes, optou-se em abordá-lo através da perspectiva do conhecimento químico. No desenvolvimento deste trabalho aproximou-se esta temática de tópicos de Química desenvolvidos no Ensino Médio, e especificamente o tópico de Funções Orgânicas foi trabalhado com uma turma de terceiro ano do Ensino Médio em uma escola pública, localizada na zona urbana do município de Santa Maria-RS. Para relacionar esses itens de uso diário ao conhecimento químico utilizou-se a metodologia de ensino dos Três Momentos Pedagógicos, em que diferentes abordagens foram utilizadas, como aplicação de questionários, atividades experimentais, reportagens, vídeos, jogo e trabalhos em grupo. Os resultados deste trabalho apontam que muitos estudantes demonstram interesse em conhecer melhor esta classe de produtos, e nota-se que, associar as vivências dos alunos aos componentes curriculares apresenta-se como meio facilitador da construção do conhecimento. É possível apontar também a importância desta temática para um ensino de Química que considere os contextos nos quais ocorre. Além da abordagem no contexto escolar também foram realizadas atividades junto a professores em formação, promovendo a discussão deste tema vinculado às suas possibilidades frente ao ensino de Química. A partir dos resultados encontrados é possível destacar a relevância do tema escolhido para desenvolver e discutir aspectos químicos frente a diversos públicos do meio educacional.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this work it was investigated the insertion of the Science- Technology- Society perspective (STS) in the initial formation of teachers. The development happened in a curricular component of Teaching Practice, with students from a Bachelor Course in Chemistry from an Institution of the Central-West region of the country. The tools used for the data collection were two questionnaires and didactic sequences (DS) elaborated by undergraduates who were taking part of the research. From the data of the questionnaire, it is indicated that the students have an incipient knowledge about the STS approach in teaching, and according to the VOSTS questionnaire categorization, it is understood the STS interrelation according to the plausible category, what varies conforming the analysis dimension, because some aspects still reinforce simplistic view of Science and technology. The DS built were analyzed from an instrument elaborated by Silva and Marcondes (2015). In those, it is highlighted some aspects as the use of themes, the attempt of retrieving the social issue by the end of the DS, the discussion of controversial subjects and environmental problems, and the weaknesses highlighted are the exemplification, the approach distinctively conceptual and disciplinary and the absence of discussing technological issues. It is considered the insertion of the STS perspective in a component of teaching practice as viable and important in the formation of Chemistry teachers, because from the DS analysis it was possible to observe that this experience challenged the students to think on a teaching organization from another perspective. Although with some limitation, It is understood that it is necessary that teachers in formation have some places of discussion and reflection about the approaches with a wider character based on themes/issues related to context, and that can discuss the patterns of scientific and technological development. / Neste trabalho investigou-se a inserção da perspectiva Ciência-Tecnologia-Sociedade (CTS) na formação inicial de professores. O desenvolvimento ocorreu em um componente curricular de Prática de Ensino, com estudantes de Licenciatura em Química de uma Instituição da região Centro-Oeste do país. Os instrumentos usados para coleta de dados foram dois questionários e sequências didáticas (SD) elaboradas pelos licenciandos participantes da pesquisa. A partir dos dados dos questionários indica-se que os licenciandos apresentaram um conhecimento incipiente sobre a abordagem CTS no ensino, e conforme a categorização do questionário VOSTS, entendem as inter-relações CTS de acordo com a categoria plausível, o que varia de acordo com a dimensão de análise, pois alguns aspectos ainda reforçam visões simplistas da ciência e tecnologia. As SD construídas foram analisadas a partir de um instrumento elaborado por Silva e Marcondes (2015). Nestas se destacam aspectos como o uso de temas, a tentativa de retomada da questão social ao final da SD, a discussão de assuntos controversos e de problemáticas ambientais, e as fragilidades evidenciadas são a exemplificação, a abordagem marcadamente conceitual e disciplinar e a ausência da discussão de questões tecnológicas. Considera-se a inserção da perspectiva CTS em um componente de prática de ensino como viável e importante na formação de professores de Química, pois a partir das análises das SD pode-se observar que essa experiência desafiou os licenciandos a pensarem uma organização de ensino a partir de outra perspectiva. Embora, com diversas limitações, entende-se que é necessário que os professores em formação tenham espaços de discussão e reflexão acerca de abordagens de caráter mais amplo, apoiadas em temas/problemas relacionados ao contexto, e que possam discutir os modelos de desenvolvimento científico e tecnológico.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper shows a thematic approach and several actions which were developed in order to help in the process of teaching and learning Chemistry, as well as to contribute to the civic formation of the students from high school. It was developed, through the theme Atmosphere , teaching methodologies and activities which allowed the comprehension of the Chemistry contents in a contextualized way. This survey was applied to a sophomore group from a public high school in Restinga Seca, town located in the center of Rio Grande do Sul state. Before the actions were developed in the scholar environment, we analyzed three collections of Chemistry Textbooks (CT) which were chosen for being approved by PNLD 2012 and for being the most used by the teachers at the school where the study was applied. The results indicated that all the CT brought topics, contents and exercises related to the theme Atmosphere, differing among them on the approaching. On the first intervention in the school, we applied a questionnaire which allowed us to detect the perceptions of the students in relation to Chemistry, as well as their previous knowledge related to the theme Atmosphere . This analysis tool was the basis for the elaboration of the thematic workshops, allowing the delineation of the topics and contents to be addressed. With this information, we developed two thematic workshops with environmental concerns, Energy versus atmospheric pollution and Energy versus hydrosphere pollution, based on the Methodology of Problematization with the Arch of Charlez Maguerez. The data of this survey was collected through questionnaires, textual production, poster creation, folder creation, exercises, report elaboration and researcher journal, being those analyzed according to the Discursive Textual Analyses. Through the results found on this survey it is possible to conclude that the teaching of Chemistry was favoured by the thematic approach and by the methodologies applied on the interventions, for these actions helped on the association of chemical concepts to the daily life of the students, motivating them to learn. / Este trabalho apresenta uma abordagem temática e diversas ações que foram desenvolvidas com o intuito de auxiliar no processo de ensino aprendizagem em Química, bem como, contribuir para a formação cidadã dos estudantes do ensino médio. Por meio da temática Atmosfera foram desenvolvidas metodologias de ensino, assim como atividades, que permitiram a compreensão dos conteúdos de Química de maneira mais contextualizada. Esta pesquisa foi aplicada com uma turma da 2ª série do ensino médio de uma escola da rede pública, localizada no município de Restinga Sêca, região central do estado do Rio Grande do Sul RS. Antes das ações serem desenvolvidas no ambiente escolar, foram analisadas três coleções de livros didáticos de Química (LD), sendo estas escolhidas por serem aprovadas no PNLD 2012, e as mais utilizadas pelos professores da escola onde ocorreu o estudo. Os resultados obtidos indicaram que todos os LD apresentaram tópicos, conteúdos e exercícios relacionados ao tema Atmosfera, diferindo entre eles, na maneira da abordagem. Já no âmbito escolar, na primeira intervenção, foi aplicado um Questionário inicial que permitiu detectarmos as percepções dos alunos com relação à disciplina de Química, bem como seus conhecimentos prévios com relação ao tema Atmosfera . Este instrumento de análise serviu como base para a elaboração das oficinas temáticas, permitindo a delimitação dos tópicos e conteúdos que seriam abordados. A partir disso, desenvolvemos duas oficinas temáticas, com caráter ambiental, Energia versus poluição atmosférica e Energia versus poluição hidrosférica, baseadas na Metodologia problematizadora Arco de Charlez Maguerez. Os dados dessa pesquisa foram coletados através de questionários, produções textuais, elaboração de cartazes, elaboração de folders, exercícios, elaboração de relatórios e diário da pesquisadora, sendo estes analisados conforme a Análise Textual Discursiva. Através dos resultados encontrados nesta pesquisa é possível concluir que o Ensino de Química foi favorecido pela abordagem temática e pelas metodologias utilizadas nas intervenções, pois estas ações auxiliaram na associação de conceitos químicos ao dia a dia dos estudantes, motivando-os a aprender.