Utilização e avaliação de software educacional para o ensino de equilíbrio químico

• Autor(a) principal: Siqueira, Francielle
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4505
• topic: Tecnologia de informação e comunicação (TIC); Software educacional; Equilíbrio-químico; Ensino; Química; Teoria da ação mediada; Brasil.; ICT; Educational Software; Theory of mediated action; Brazil.; Ciências Exatas e da Terra; Matemática

We are experiencing a time when there is a great demand for quick answers, and the forms of communication are constantly changing. We live with a generation of students who are accustomed to technological change and who are not attracted to the traditional school. The use of Information and Communication Technologies (ICT), especially in Chemistry teaching, can awaken in students a greater interest in scientific content, in particular through the use of educational software that allows interaction between student and program, promoting a more active in the construction of knowledge. We present here a research of qualitative character that proposes as objective of study the use and evaluation use of educational software "The Law of Mass Action", characterized as Open Educational Resource (OER), in the teaching of Chemical Equilibrium for students of the second year of teaching Of a state school system. The chosen content, chemical equilibrium, focuses on the construction of the concepts of reversibility of chemical reactions and on the relationship between a chemical reaction and its equilibrium constant. The research was applied in four interventions during the closing lessons of the 2015 academic year. The activities developed were in the following order: experimental practices on reversibility and chemical equilibrium; Presentation and interaction with OER; Interaction oriented with OER; Discussions and final evaluation. The data consisted of the questionnaires applied in all the meetings, audio recordings and observation of the researcher. The analysis and interpretation of the data were performed based on the assumptions of the Moraes and Galiazzi Textual Analysis (2011) and the Theory of Mediated Action by James Wertsch (1999). The results point to a process of evolution on the part of the students of the understanding of concepts involved in the theme, with indicators of occurrence of mastery and appropriation of these concepts.