A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/11991 |
Resumo: | The fundamental aim of provoking innovative forms of knowledge construction in Chemistry during basic education requires the instrumentalization of strategies that can show re-significances of pedagogical practices and understandings about learning in Chemistry, as well as in the other Natural Sciences. Thus, the present study started from the foundations of the strategies of resolution of Investigative Cases and Reflexive Portfolios in order to propose a situation of learning from the enzymatic chemical reactions. The paper proposed the resolution of an Investigative Case written for the specific purpose of which Secondary School students of a private college, approaching a situation related to the daily life of a student of the same series. The writing of the case sought to value the construction of the empathy of the students who would solve it, as a way to dynamize the identification and construction of meanings by them regarding the problem situation presented in the case. The resolution steps were recorded in Reflective Portfolios, and from the totality of these reports produced the body of data used to analyze the reports was extracted. The work of orientations, discussion and resolution of cases involved individual and work steps and group discussions. The main objective of the present study is the characterization of ways in which the development of strategies that value the autonomy, the reflexive character and the identification of the learning objects within the daily life of the students can be possible. From the analysis of the results, four analytical categories emerged that characterize this strategy: the identification of the enzymatic reactions in the daily life of the character of the case; a progressively complex discussion about the structure of the substances and the chemical reactions in which they participate; the identification and discussion of the energy distribution characteristic in determining the occurrence of specific chemical reactions; and, finally, an analysis of the way in which critical judgments are made by the subjects of learning about the sources and the quality of the information they use to support their discourses. Based on the analyzes carried out, it is intended the formulation of a guide with guidelines for teachers and students on how to use investigative cases and reflexive Portfolios in their learning strategies, which concludes the study. One of the possibilities is to join the characteristics, data and discussions present in the Study, elements for an epistemological foundation regarding how it may be possible to raise knowledge in Chemistry from the two instruments presented in the Study - the Cases and the Portfolios - teaching practices that allow expanded views on knowledge, encompassing several areas and different forms of language. The study was carried out in a step-by-step manner, with each one of them orienting the teacher-researcher to the students' own demands. In this way, it was possible to describe learning paths and mechanisms from the forms of reports and reflection presented in the Reflective Portfolios. |
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Goulart, Thiago PereiraMarques, Clélia Mara de Paulahttp://lattes.cnpq.br/0451284088402660http://lattes.cnpq.br/902d4a17-4141-435c-b06b-1e6337caff032019-10-30T12:07:51Z2019-10-30T12:07:51Z2018-11-09GOULART, Thiago Pereira. A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química. 2018. Dissertação (Mestrado em Química) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11991.https://repositorio.ufscar.br/handle/ufscar/11991The fundamental aim of provoking innovative forms of knowledge construction in Chemistry during basic education requires the instrumentalization of strategies that can show re-significances of pedagogical practices and understandings about learning in Chemistry, as well as in the other Natural Sciences. Thus, the present study started from the foundations of the strategies of resolution of Investigative Cases and Reflexive Portfolios in order to propose a situation of learning from the enzymatic chemical reactions. The paper proposed the resolution of an Investigative Case written for the specific purpose of which Secondary School students of a private college, approaching a situation related to the daily life of a student of the same series. The writing of the case sought to value the construction of the empathy of the students who would solve it, as a way to dynamize the identification and construction of meanings by them regarding the problem situation presented in the case. The resolution steps were recorded in Reflective Portfolios, and from the totality of these reports produced the body of data used to analyze the reports was extracted. The work of orientations, discussion and resolution of cases involved individual and work steps and group discussions. The main objective of the present study is the characterization of ways in which the development of strategies that value the autonomy, the reflexive character and the identification of the learning objects within the daily life of the students can be possible. From the analysis of the results, four analytical categories emerged that characterize this strategy: the identification of the enzymatic reactions in the daily life of the character of the case; a progressively complex discussion about the structure of the substances and the chemical reactions in which they participate; the identification and discussion of the energy distribution characteristic in determining the occurrence of specific chemical reactions; and, finally, an analysis of the way in which critical judgments are made by the subjects of learning about the sources and the quality of the information they use to support their discourses. Based on the analyzes carried out, it is intended the formulation of a guide with guidelines for teachers and students on how to use investigative cases and reflexive Portfolios in their learning strategies, which concludes the study. One of the possibilities is to join the characteristics, data and discussions present in the Study, elements for an epistemological foundation regarding how it may be possible to raise knowledge in Chemistry from the two instruments presented in the Study - the Cases and the Portfolios - teaching practices that allow expanded views on knowledge, encompassing several areas and different forms of language. The study was carried out in a step-by-step manner, with each one of them orienting the teacher-researcher to the students' own demands. In this way, it was possible to describe learning paths and mechanisms from the forms of reports and reflection presented in the Reflective Portfolios.O intuito fundamental de suscitar formas inovadoras de construção de conhecimento em Química durante a educação básica exige a instrumentalização de estratégias que possam mostrar ressignificações das práticas pedagógicas e dos entendimentos sobre a aprendizagem em Química, assim como nas demais Ciências Naturais. Dessa forma ,o presente estudo partiu dos fundamentos das estratégias de resolução de Casos Investigativos e dos Portfólios Reflexivos a fim de propor uma situação de aprendizagem a partir das reações químicas enzimáticas. O trabalho propôs a resolução de um Caso Investigativo escrito com a finalidade específica de que estudantes da Segunda Série do Ensino Médio de um colégio particular, abordando uma situação relacionada ao cotidiano de uma estudante da mesma série. A escrita do caso buscou valorizar a construção da empatia dos estudantes que o resolveriam, como forma de dinamizar a identificação e construção de significados pelos mesmos a respeito da situação problema apresentada no caso. As etapas de resolução foram registradas em Portfólios Reflexivos, sendo que da totalidade desses relatos produzidos extraiu-se o corpo de dados utilizados para análise dos relatos. O trabalho de orientações, discussão e resolução dos casos envolveram etapas individual e de trabalho e discussões em grupo. O objetivo central do presente estudo é a caracterização de formas como podem ser possíveis o desenvolvimento de estratégias que valorizem a autonomia, o caráter reflexivo e a identificação dos objetos de aprendizagem dentro do cotidiano dos estudantes. Da análise dos resultados surgiram quatro categorias analíticas que caracterizam tal estratégia: a identificação das reações enzimáticas no cotidiano da personagem do caso; uma discussão progressivamente complexa a respeito da estrutura das substâncias e das reações químicas das quais as mesmas participam; a identificação e a discussão das característica de distribuição de quantidades de energia na determinação da ocorrência de reações químicas específicas; e, por último, uma análise da forma de construção de julgamentos críticos realizados pelos sujeitos da aprendizagem a respeito das fontes e da qualidade das informações de que se valem para fundamentar seus discursos. A partir das análises realizadas, pretende-se a formulação de um guia com orientações para docentes e estudantes a respeito do como utilizar os casos investigativos e os Portfólios reflexivos em suas estratégias de aprendizagem, o que conclui o estudo. Uma das possibilidades é que se junte das características, dados e discussões presentes no Estudo, elementos para uma fundamentação epistemológica a respeito de como pode ser possível suscitar conhecimentos em Química a partir dos dois instrumentos apresentados no Estudo - os Casos e os Portfólios - permitindo instrumentalizar práticas de Ensino que permitam visões ampliadas sobre os conhecimentos, englobando diversas áreas e diversas formas de Linguagem. O estudo transcorreu por etapas orientadas, sendo que em cada uma delas as orientações do docente-pesquisador surgem das demandas próprias do grupo de estudantes. Dessa forma, foi possível descrever percursos e mecanismos de aprendizagens a partir das formas de relatos e reflexão apresentadas nos Portfólios Reflexivos.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Química - PPGQUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessQuímicaCatálise enzimáticaCasos investigativosPortfóliosChemistryEnzimatic catalysisInvestigative casesCIENCIAS EXATAS E DA TERRA::QUIMICAA aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de químicaThe learning of enzymatic catalysis by cases: proposal for the teaching of chemistryinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis600a20981f8-5050-4af2-b325-04e85155cc87reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação - Goulart, T. 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dc.title.por.fl_str_mv |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química |
dc.title.alternative.eng.fl_str_mv |
The learning of enzymatic catalysis by cases: proposal for the teaching of chemistry |
title |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química |
spellingShingle |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química Goulart, Thiago Pereira Química Catálise enzimática Casos investigativos Portfólios Chemistry Enzimatic catalysis Investigative cases CIENCIAS EXATAS E DA TERRA::QUIMICA |
title_short |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química |
title_full |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química |
title_fullStr |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química |
title_full_unstemmed |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química |
title_sort |
A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química |
author |
Goulart, Thiago Pereira |
author_facet |
Goulart, Thiago Pereira |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/ |
dc.contributor.author.fl_str_mv |
Goulart, Thiago Pereira |
dc.contributor.advisor1.fl_str_mv |
Marques, Clélia Mara de Paula |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0451284088402660 |
dc.contributor.authorID.fl_str_mv |
902d4a17-4141-435c-b06b-1e6337caff03 |
contributor_str_mv |
Marques, Clélia Mara de Paula |
dc.subject.por.fl_str_mv |
Química Catálise enzimática Casos investigativos Portfólios |
topic |
Química Catálise enzimática Casos investigativos Portfólios Chemistry Enzimatic catalysis Investigative cases CIENCIAS EXATAS E DA TERRA::QUIMICA |
dc.subject.eng.fl_str_mv |
Chemistry Enzimatic catalysis Investigative cases |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::QUIMICA |
description |
The fundamental aim of provoking innovative forms of knowledge construction in Chemistry during basic education requires the instrumentalization of strategies that can show re-significances of pedagogical practices and understandings about learning in Chemistry, as well as in the other Natural Sciences. Thus, the present study started from the foundations of the strategies of resolution of Investigative Cases and Reflexive Portfolios in order to propose a situation of learning from the enzymatic chemical reactions. The paper proposed the resolution of an Investigative Case written for the specific purpose of which Secondary School students of a private college, approaching a situation related to the daily life of a student of the same series. The writing of the case sought to value the construction of the empathy of the students who would solve it, as a way to dynamize the identification and construction of meanings by them regarding the problem situation presented in the case. The resolution steps were recorded in Reflective Portfolios, and from the totality of these reports produced the body of data used to analyze the reports was extracted. The work of orientations, discussion and resolution of cases involved individual and work steps and group discussions. The main objective of the present study is the characterization of ways in which the development of strategies that value the autonomy, the reflexive character and the identification of the learning objects within the daily life of the students can be possible. From the analysis of the results, four analytical categories emerged that characterize this strategy: the identification of the enzymatic reactions in the daily life of the character of the case; a progressively complex discussion about the structure of the substances and the chemical reactions in which they participate; the identification and discussion of the energy distribution characteristic in determining the occurrence of specific chemical reactions; and, finally, an analysis of the way in which critical judgments are made by the subjects of learning about the sources and the quality of the information they use to support their discourses. Based on the analyzes carried out, it is intended the formulation of a guide with guidelines for teachers and students on how to use investigative cases and reflexive Portfolios in their learning strategies, which concludes the study. One of the possibilities is to join the characteristics, data and discussions present in the Study, elements for an epistemological foundation regarding how it may be possible to raise knowledge in Chemistry from the two instruments presented in the Study - the Cases and the Portfolios - teaching practices that allow expanded views on knowledge, encompassing several areas and different forms of language. The study was carried out in a step-by-step manner, with each one of them orienting the teacher-researcher to the students' own demands. In this way, it was possible to describe learning paths and mechanisms from the forms of reports and reflection presented in the Reflective Portfolios. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-11-09 |
dc.date.accessioned.fl_str_mv |
2019-10-30T12:07:51Z |
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2019-10-30T12:07:51Z |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
GOULART, Thiago Pereira. A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química. 2018. Dissertação (Mestrado em Química) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11991. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/11991 |
identifier_str_mv |
GOULART, Thiago Pereira. A aprendizagem de catálise enzimática por meio de casos: proposta para o ensino de química. 2018. Dissertação (Mestrado em Química) – Universidade Federal de São Carlos, São Carlos, 2018. Disponível em: https://repositorio.ufscar.br/handle/ufscar/11991. |
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https://repositorio.ufscar.br/handle/ufscar/11991 |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
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openAccess |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Química - PPGQ |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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