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Previous issue date: 2015-02-26 / O conte?do de solu??es ? considerado muito importante para a forma??o do qu?mico, pois a maioria das rea??es ocorre em meio aquoso, sendo tamb?m necess?rio para o entendimento de outros conte?dos como transforma??es qu?micas, eletroqu?mica e equil?brio qu?mico. No entanto, constata-se que muitos alunos apresentam dificuldades que envolvem o conte?do de solu??es, como transitar entre os n?veis de conhecimento macro-submicrosc?pico e solucionar problemas quantitativos que exigem o estabelecimento de rela??es estequiom?tricas. A tese defendida considera que o uso de estrat?gias de ensino contextualizadas, estruturadas na forma de um minicurso, sobre alguns conte?dos considerados de maior dificuldade de compreens?o relacionados ao estudo de solu??es, pode favorecer o aprendizado do p?blico-alvo, o alunado do curso de licenciatura em qu?mica modalidade a dist?ncia da UFRN, atrav?s da reflex?o e conhecimento de suas pr?prias dificuldades, al?m de proporcionar motiva??o e participa??o ativa. Assim, foram identificadas as dificuldades de aprendizagem relacionadas ao conte?do de solu??es atrav?s do levantamento bibliogr?fico; analisada, por meio de um roteiro adaptado do PNLEM, a abordagem do conte?do de solu??es presente no material did?tico impresso utilizado pelo p?blico-alvo; e planejado e ministrado um minicurso constando de uma sequ?ncia de atividades contextualizadas relacionadas ao conte?do de solu??es, tais como: apresenta??o de v?deo, aula expositiva dialogada, aplica??o de question?rios, exerc?cios e experimento. Os participantes do minicurso apresentaram algumas dificuldades de aprendizagem, como compreender conceitos como composto, ?on, carga, entropia e solubilidade, identificar a carga do ?on, interpretar enunciados, decodificar tabelas, utilizar a linguagem qu?mica, realizar c?lculos matem?ticos e utilizar unidades de concentra??o. Para trabalhar essas dificuldades, os alunos foram estimulados a expor, questionar e testar suas ideias sobre o fen?meno em estudo, possibilitando aprender com os pr?prios erros e refletir sobre a estrat?gia de organiza??o dos modelos cient?ficos explicativos que utilizam. Desse modo, as atividades e as informa??es sobre as dificuldades de aprendizagem apresentadas neste trabalho precisam ser objeto de reflex?o cr?tica, pois podem ajudar os alunos no processo de aquisi??o do conhecimento sobre o conte?do de solu??es e os professores no planejamento de suas aulas. / The study of solutions is considered very important to chemist?s education because
most of the chemical reactions occur in aqueous medium, being also required to understand
other subject such as chemical changes, electrochemical and chemical balance. Nevertheless, it
is noticed that many students indicate learning difficulties related to the content of solutions,
how to pass among the macro-submicroscopic knowledge levels, and how to solve quantitative
problems that demanding the establishment of a stoichiometric ratios. This thesis defended
considers the use of contextualized teaching strategies about some subject associated to the
study of solution, can foster student learning through reflection and understanding of their own
difficulties, besides to provide motivation and active participation. The target group is formed
by students of the undergraduate distance education with major in chemistry education of the
Universidade Federal do Rio Grande do Norte (UFRN), and they were chosen because this
education system is expanding and its learning difficulties publications number is reduced as
well. Thus, the first methodological stage was to identify the student?s main learning
difficulties associated to the study of solutions through literature sources. Next, using an
adapted script of the Plano Nacional do Livro Did?tico para o Ensino M?dio (PNLEM,
Textbook National Plan for High School), the approach of the content of solutions printed in
educational materials used by the target group was analyzed. Afterward, a teaching unit was
planned in the last methodological stage and, finally, a new teaching unite was given with a
sequence of contextualized activities such as video presentation, dialogued lecture,
questionnaires application, exercises, and an experiment, where the target group?s main
difficulties related to learning of solution were identified. The participants of the teaching unit
activities had some learning difficulties in understand concepts of compound, ion, charge,
entropy and solubility, as well as to identify the ion charge, interpret statements, decode tables,
use the chemical language, perform mathematical calculations and use concentration units,
similar results raised in the literature sources. In order to work on these difficulties, these
students were encouraged to expose, question and test their ideas about the phenomenon under
study, allowing learn from their mistakes and reflect on the organization strategy of scientific
explanatory models they use. Therefore, activities and information about learning difficulties
presented in this thesis need to be critical reflection object, because it can help both students in
the process of acquiring knowledge about the content of solutions and professors in the
planning of their lessons.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20381 |
| Date | 26 February 2015 |
| Creators | Ferreira, Jussara Aparecida de Melo Gondim |
| Contributors | 03936872449, http://lattes.cnpq.br/7903084274135177, Nunes, Albino Oliveira, 01359342494, http://lattes.cnpq.br/7808069169974235, Mazz?, Fernanda Marur, 29138882833, http://lattes.cnpq.br/9097929538985483, Barroso, M?rcia Teixeira, 64795284415, http://lattes.cnpq.br/4891201029271910, Pimentel, Patr?cia Mendon?a, 77858239449, http://lattes.cnpq.br/9303372770390061, Silva, M?rcia Gorette Lima da, Oliveira, ?tom Anselmo de |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM QU?MICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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