PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Reamec |
Texto Completo: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916 |
Resumo: | This work proposes an adaptation to the active methodology called "Rotational Laboratory" and its practices in basic education (Hybrid Education). We start from an initial questioning of the students about the toxicity of the plant species Ricinus communis L., popularly known as castor bean. This questioning constituted a Learning Theme Generator with the main objective of identifying the active principles responsible for toxicity in the dust of the leaves of the plant species and learning from the experimental approach, concepts of Organic Chemistry. In order to seek an answer to the initial question, students rotated between the traditional classroom and the computer and science labs. In this way, the students researched the species and carried out chemical tests to verify the presence of chemical constituents in the powder of the leaves. When thinking about the Rotational Laboratory as a practice, we must consider the fundamental role of technology, as well as the changing role of the teacher who becomes the mediator of the process. Engagement was observed during the execution of activities, autonomy, creativity, motivation to participate in classes and collaborative learning. It was found that the active Rotational Laboratory methodology was important for learning chemical concepts and allowed students to answer the initial question about the toxicity of the plant species. |
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PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUEESTUDIO FITOQUÍMICO DE LO RICINO: USO DE LA TÉCNICA DE LABORATORIO ROTACIONAL ADAPTADOESTUDO FITOQUÍMICO DA MAMONA: USO DA TÉCNICA DO LABORATÓRIO ROTACIONAL ADAPTADORicinus communis L.Laboratório RotacionalEnsino HíbridoRicinus communis L.Laboratorio rotacionalEnseñanza híbridaRicinus communis L.Rotational LaboratoryHybrid TeachingThis work proposes an adaptation to the active methodology called "Rotational Laboratory" and its practices in basic education (Hybrid Education). We start from an initial questioning of the students about the toxicity of the plant species Ricinus communis L., popularly known as castor bean. This questioning constituted a Learning Theme Generator with the main objective of identifying the active principles responsible for toxicity in the dust of the leaves of the plant species and learning from the experimental approach, concepts of Organic Chemistry. In order to seek an answer to the initial question, students rotated between the traditional classroom and the computer and science labs. In this way, the students researched the species and carried out chemical tests to verify the presence of chemical constituents in the powder of the leaves. When thinking about the Rotational Laboratory as a practice, we must consider the fundamental role of technology, as well as the changing role of the teacher who becomes the mediator of the process. Engagement was observed during the execution of activities, autonomy, creativity, motivation to participate in classes and collaborative learning. It was found that the active Rotational Laboratory methodology was important for learning chemical concepts and allowed students to answer the initial question about the toxicity of the plant species.Este trabajo propone una adaptación a la metodología activa denominada "Laboratorio Rotacional" y sus prácticas en la educación básica (Educación Híbrida). Partimos de un interrogatorio inicial a los alumnos sobre la toxicidad de la especie vegetal Ricinus communis L., conocida popularmente como ricino. Este cuestionamiento constituyó un Generador de Temas de Aprendizaje con el objetivo principal de identificar los principios activos responsables de la toxicidad en el polvo de las hojas de las especies vegetales y aprender desde el enfoque experimental, conceptos de Química Orgánica. Para buscar una respuesta a la pregunta inicial, los estudiantes rotaron entre el aula tradicional y los laboratorios de informática y ciencias. De esta forma, los estudiantes investigaron la especie y realizaron pruebas químicas para verificar la presencia de constituyentes químicos en el polvo de las hojas. Al pensar en el Laboratorio Rotacional como una práctica, debemos considerar el rol fundamental de la tecnología, así como el rol cambiante del docente que se convierte en el mediador del proceso. Se observó compromiso durante la ejecución de actividades, autonomía, creatividad, motivación para participar en clases y aprendizaje colaborativo. Se encontró que la metodología activa del Laboratorio de Rotación era importante para el aprendizaje de conceptos químicos y permitía a los estudiantes responder a la pregunta inicial sobre la toxicidad de las especies vegetales. Este trabalho propõe uma adaptação à metodologia ativa chamada "Laboratório Rotacional" e suas práticas na educação básica (Ensino Híbrido). Partimos de um questionamento inicial dos alunos sobre a toxicidade da espécie vegetal Ricinus communis L., conhecida popularmente como mamona. Esse questionamento se constituiu num Tema Gerador de aprendizagem com o objetivo principal de identificar no pó das folhas da espécie vegetal, os princípios ativos responsáveis pela toxicidade e aprender a partir da abordagem experimental, conceitos de Química Orgânica. A fim de buscar resposta ao questionamento inicial, os alunos rotacionavam entre a sala de aula tradicional e os laboratórios de informática e de Ciências. Dessa forma, os alunos pesquisaram sobre a espécie e realizaram testes químicos para verificar a presença de constituintes químicos no pó das folhas. Ao se pensar no Laboratório Rotacional como uma prática, devemos considerar o papel fundamental da tecnologia, bem como a mudança de papel do professor que se torna o mediador do processo. Observou-se engajamento durante a execução das atividades, a autonomia, a criatividade, a motivação na participação das aulas e o aprender de forma colaborativa. Verificou-se que a metodologia ativa Laboratório Rotacional foi importante para a aprendizagem de conceitos químicos e permitiu que os alunos respondessem ao questionamento inicial sobre a toxicidade da espécie vegetal.Universidade Federal de Mato Grosso (UFMT)2022-01-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/1291610.26571/reamec.v10i1.12916 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 10 Núm. 1 (2022): Janeiro a abril de 2022; e22006REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 10 n. 1 (2022): Janeiro a abril de 2022; e22006REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 10 No. 1 (2022): Janeiro a abril de 2022; e220062318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/10215https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11272https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11273https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11274https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11275https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11276Copyright (c) 2022 Francisco José Mininelhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessMininel, Francisco José2022-08-08T16:40:28Zoai:periodicoscientificos.ufmt.br:article/12916Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2022-08-08T16:40:28Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE ESTUDIO FITOQUÍMICO DE LO RICINO: USO DE LA TÉCNICA DE LABORATORIO ROTACIONAL ADAPTADO ESTUDO FITOQUÍMICO DA MAMONA: USO DA TÉCNICA DO LABORATÓRIO ROTACIONAL ADAPTADO |
title |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE |
spellingShingle |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE Mininel, Francisco José Ricinus communis L. Laboratório Rotacional Ensino Híbrido Ricinus communis L. Laboratorio rotacional Enseñanza híbrida Ricinus communis L. Rotational Laboratory Hybrid Teaching |
title_short |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE |
title_full |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE |
title_fullStr |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE |
title_full_unstemmed |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE |
title_sort |
PHYTOCHEMICAL STUDY OF CASTOR BEAN: USE OF THE ADAPTED ROTATIONAL LABORATORY TECHNIQUE |
author |
Mininel, Francisco José |
author_facet |
Mininel, Francisco José |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mininel, Francisco José |
dc.subject.por.fl_str_mv |
Ricinus communis L. Laboratório Rotacional Ensino Híbrido Ricinus communis L. Laboratorio rotacional Enseñanza híbrida Ricinus communis L. Rotational Laboratory Hybrid Teaching |
topic |
Ricinus communis L. Laboratório Rotacional Ensino Híbrido Ricinus communis L. Laboratorio rotacional Enseñanza híbrida Ricinus communis L. Rotational Laboratory Hybrid Teaching |
description |
This work proposes an adaptation to the active methodology called "Rotational Laboratory" and its practices in basic education (Hybrid Education). We start from an initial questioning of the students about the toxicity of the plant species Ricinus communis L., popularly known as castor bean. This questioning constituted a Learning Theme Generator with the main objective of identifying the active principles responsible for toxicity in the dust of the leaves of the plant species and learning from the experimental approach, concepts of Organic Chemistry. In order to seek an answer to the initial question, students rotated between the traditional classroom and the computer and science labs. In this way, the students researched the species and carried out chemical tests to verify the presence of chemical constituents in the powder of the leaves. When thinking about the Rotational Laboratory as a practice, we must consider the fundamental role of technology, as well as the changing role of the teacher who becomes the mediator of the process. Engagement was observed during the execution of activities, autonomy, creativity, motivation to participate in classes and collaborative learning. It was found that the active Rotational Laboratory methodology was important for learning chemical concepts and allowed students to answer the initial question about the toxicity of the plant species. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916 10.26571/reamec.v10i1.12916 |
url |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916 |
identifier_str_mv |
10.26571/reamec.v10i1.12916 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/10215 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11272 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11273 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11274 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11275 https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/12916/11276 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Francisco José Mininel https://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Francisco José Mininel https://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso (UFMT) |
dc.source.none.fl_str_mv |
REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 10 Núm. 1 (2022): Janeiro a abril de 2022; e22006 REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 10 n. 1 (2022): Janeiro a abril de 2022; e22006 REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 10 No. 1 (2022): Janeiro a abril de 2022; e22006 2318-6674 reponame:Revista Reamec instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
instacron_str |
UFMT |
institution |
UFMT |
reponame_str |
Revista Reamec |
collection |
Revista Reamec |
repository.name.fl_str_mv |
Revista Reamec - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
revistareamec@gmail.com|| |
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1797174816980074496 |