Uma forma multidisciplinar para ensinar redox para dar importância à vida

• Autor(a) principal: Silva, Crislaurio Gonçalves da
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Monografias da UFMT
• Texto Completo: http://bdm.ufmt.br/handle/1/2942
• topic: CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA; Material didático; Reações redox; Epistemologia qualitativa; Courseware; Redox reactions; Qualitative epistemology

The theme of this course conclusion work is about a way to teach the content of redox reactions, as well as the use of teaching material. In this proposal, an explanation of the understanding of life with Chemistry is made, using approaches and strategies with more examples. The work aimed to demonstrate that Chemistry can be explained in various ways with the intention of broadening the understanding of the material world and making the content interesting, bringing curious explanations about the content to generate reflection that relates Chemistry to life. We start from the understanding that a teaching model must work to favor the construction of student learning, it must be constituted with a notion that brings new ways of approaching content, that is, using new approaches that cause interest and better develop student knowledge . With that, it followed the following steps: production of teaching material covering examples of the 3 sub-areas of chemistry, such as inorganic, organic and biochemistry; presentation and delivery of material to collect information from the questionnaire answered by teachers about the teaching material, analysis and interpretations of the information collected. The notes made by four professors make us think about how to teach redox reactions, as the difficulty is not in the compounds that make the reactions, and with that, it is valid to use other examples to explain the redox reaction. In this way, the examples of the organic sub-area can be used with the biochemistry in the redox reactions classes, and should be taught in a way that contributes to the inorganic sub-area, and not as a different content. It is important to point out that such examples used in redox reactions are influenced by the sequence of contents that is worked before the referred content. It is plausible to say that the chemistry of redox reactions, being explained using examples from the organic sub-area such as biochemistry, attracts the student to understand new phenomena and provides an expanded knowledge of the reactions that take place in the processes that help maintain the lives of living beings. And according to the professors who participated in the research, the greatest facility within the content of redox reactions is in explaining specifically the reduction and oxidation of the reaction.