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The influence of practical work on chemistry teaching and learning: an approach using microchemistry kits in Mozambican junior secondary schoolsMadeira, Antonio Cristo Pinto 28 May 2009 (has links)
The problem which motivated this research was the lack of chemistry practical
work in many Mozambican junior secondary schools. This problem is so critical
that quite often learners finish the three years of junior secondary school without
performing even one experiment.
In an attempt to contribute to the solution to the problem, the microchemistry kits
are introduced. For this purpose a study of the influence of kits on the teaching
and learning of chemistry in a Mozambican context was conducted.
The study involved four out of five public secondary schools in the city of Beira,
the second largest city in Mozambique. Two schools were chosen to be the
experimental group, in which chemistry was taught using the RADMASTE
microchemistry kits. Two other schools, in which chemistry lessons were taught
normally, were chosen to be the comparison group. In each school one Grade 9
class was used for the study.
Before starting the study, 18 secondary chemistry teachers of the four schools
answered a questionnaire and 163 Grade 9 learners answered another
questionnaire. These were used to determine teachers’ and learners’ opinions
about the importance and aims of practical work. Before the intervention a pretest
was administered to 181 Grade 9 learners within the four classes.
After eight weeks of intervention, the same post-test was administered to 171
learners from the same classes. A questionnaire was also administered to the
two teachers of the experimental group and another questionnaire was
administered to 86 learners from the experimental group. Both questionnaires
were used to find out teachers’ and learners’ opinions about the microchemistry
kits.
Practical work is viewed as an important method for teaching and learning
chemistry, mainly to link theory and practice or use practical work to support
theory.
There was a statistically significant difference between the pre-test and the posttest
scores in all four schools. But, learners from the experimental group
performed better than learners from the comparison group in the questions which
required conceptual understanding and in laboratory-based knowledge
questions.
The practical work also contributed to increase learners’ interest towards
chemistry.
It is recommended that the microchemistry kits be implemented in chemistry
teaching in Mozambique, both in schools with laboratories and schools without
laboratories, and that further studies should be carried out to identify effective ways of doing this.
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Considera??es sobre metodologia interativa aplicada ? disciplinas de qu?mica org?nica de alguns cursos da UFRNSilva, Gilberl?ndio Nunes da 27 February 2013 (has links)
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Previous issue date: 2013-02-27 / The aiming of this work is linked to chemical education, focusing organic chemistry classes
of Chemical Engineering, Pharmacy and Zootechny graduate courses of the Federal
University of Rio Grande do Norte. For that, teaching-learning process related to basic
chemical subjects which support the understanding of organic chemistry concepts was
evaluated in a research period of two years. The education proposal linked to the theoretical
content of the cited classes, pointed out the process of knowledge construction, in which
educational commitment as well as dedication in the teaching-learning process was also
valued. In that approach several didactic tools were applied, among them scientific articles
were used as supplementary studies of the basic organic chemistry concepts and related. The
acceptability of students, as well as their motivation, performance and learning process was
justified by the data collection of the applied teaching methodology. The acceptability and
commitment of the students facing this teaching interactive approach, which transversely
contributed to the intellectual maturity growth of the students, as well their professional
development, were evidenced by satisfactory obtained results that will be herein discussed / O enfoque deste trabalho est? vinculado ao ensino de qu?mica, com abordagem espec?fica
para disciplinas de Qu?mica Org?nica ministradas nos cursos presenciais de gradua??o em
Engenharia Qu?mica, Farm?cia e Zootecnia da Universidade Federal do Rio Grande do Norte.
Para tanto, realizou-se uma pesquisa com dura??o de dois anos consecutivos, objetivando-se a
avalia??o do processo ensino e aprendizado referente aos conceitos qu?micos b?sicos que d?o
suporte ao entendimento da qu?mica org?nica. A proposta de ensino vinculada aos conte?dos
te?ricos dessas disciplinas valorizou o processo de constru??o do conhecimento, que sinaliza
para a necessidade de comprometimento educacional no processo ensino e aprendizado. Neste
estudo, diversas ferramentas did?ticas foram aplicadas, dentre elas, destaca-se leituras
complementares de artigos cient?ficos que abordam assuntos pontuais ou correlatos aos
conhecimentos b?sicas de qu?mica org?nica. A proposta para o instrumento de coleta de
dados consistiu em avaliar o desempenho e aprendizado dos alunos. De acordo com os
resultados obtidos foi poss?vel comprovar que os ?ndices satisfat?rios de aprova??o nas
turmas avaliadas, demonstram o comprometimento do aluno diante da metodologia aplicada,
que de forma transversal contribui para a forma??o profissional e o amadurecimento
intelectual do estudante
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