O uso instrucionista e construcionista das tecnologias digitais na contextualização dos conceitos químicos de substâncias puras e misturas no ensino médio

• Autor(a) principal: Barros, Camila Ellert Dal Castel
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/48968
• topic: Ensino de Química; Ensino Médio; Tecnologia Digital; contextualização

In chemistry teaching, the contextualization and use of Digital Information and Communication Technologies (TDICs) emerge as a means of attracting young people by facilitating the teaching and learning process. This paper aims to analyze how Digital Information and Communication Technologies can contribute to the contextualized teaching and learning process of Pure Substances and Mixtures with high school students. The research, characterized as a qualitative Case Study, is divided into three stages: data planning, collection and analysis. In the first stage were prepared materials and equipment for data collection. In the second stage two contextualized classes were developed, entitled "Water and Society", with the help of Digital Technologies through the instructional and constructionist approaches during the Techno-Teaching discipline, in 2015.1 semester, at the Federal University of Ceará. The unit of analysis consists of 18 students from the second grade of high school, Class B, from E.E.F.M. St. Alphonsus. The classes were video recorded and took place in three stages. In the first, we tried to verify the previous knowledge and make the contextualization through a video. In the second, slides were worked out, the definitions of Pure Substances and Mixtures, and the Cycle and Water Treatment processes. In the third, the students were evaluated by preparing a Technical Report using text editing tools and spreadsheets. In the third stage, a comparative analysis of the collection instruments, the lesson plan, the video recording of the classes and the technical reports produced were performed, highlighting the favorable and unfavorable points of each approach. Although providing greater integration between scientific knowledge and students' experiences through the problem situation used, bringing together the three fundamental aspects of chemistry, reducing the abstraction of concepts, as in the Instructionist use that allowed the visualization of different mixtures, evidenced Difficulties related to the dispersion and the little knowledge of the students about the software in the Digital Technologies Constructionist employment.