Uso da metodologia Peer Instruction no ensino de teoria atômica

• Autor(a) principal: Silva, Francisca Aliny Nunes
• Data de Publicação: 2019
• 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/48378
• topic: Metodologia ativa; Ensino de Química; Peer Instruction

The teacher has a series of processes that hinder the teaching-learning process, making it necessary to take a class of different methodologies, always looking for activities that facilitate the perception of the content by the students, and motivating them to learn. Thus, the use of active learning and active methodologies has gained strength as a way to counteract purely traditional teaching in an attempt to make the student construct and learn in an effective and participative way. In this context, the present work aimed to find an activity that could address the content of atomic theory in elementary education using an active methodology, Peer Instruction (PI), in order to facilitate the understanding of the subjects seen in the classroom. The activity was carried out at Fernando Cavalcante Mota Primary and Secondary School, located in Jardim Petrópoles (Barra do Ceará) neighborhood, in the city of Fortaleza, involving two classes from serier 9 (A and B). In all, these groups had together, about 50 students, with ages ranging from 13 to 16 years. Initially, an explanation was made of the use of the methodology (PI), the content of atomic theory and the distribution of flashcards (letters with items to be used at the end of the activity). presentation on the abovementioned subject. At the end of the explanation, the students were divided into groups and an evaluation questionnaire was given and time was given for them to answer each question. Through the flashcards, it was possible to quickly count the errors / correctness for a more indepth explanation on the issue with less success. In order to estimate the receptivity of the activity by the students, a questionnaire was applied at the end of the lesson. The students were very participative and motivated with the application of the activity and, through the opinions obtained, it can be concluded that the active activities are a good way to facilitate the understanding of the contents approached in the teaching of Chemistry. Keywords: active learning. Peer Instruction. Chemistry teaching.