Experiment@ : guia didático com abordagem investigativa para o ensino experimental de química

• Autor(a) principal: Vidrik, Elisandra Chastel Francischini
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/2398
• topic: Ensino de química; Experimentação; Abordagem investigativa; CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA; Teaching of Chemistry; Experimentation; Investigative approach

This study was conducted based on the teaching of research, where the student is instructed to behave differently; reflecting, arguing, looking for procedures, setting up experiments, communicating the results, in order to solve a proposed problem and contribute to the construction of knowledge, making the most significant learning. Thus, seeking be based on theoretical principles that involve teaching by research, we can quote the authors: Carvalho et al, (2004, 2013), Gil-Perez and Valdés, Castro (1996), Chinn and Malhotra (2002), Lima and Maués (2006), Ferreira et al., (2010), Suart et al. (2010). Even with so many points to be considered, it is clear yet, little use of this methodology for science teachers, specifically Chemistry. This is possibly due to the lack of teaching materials as an alternative resource to teaching. In this occasion, we proposed in this research, the development of an educational product as Didactic Guide printed and titled Experiment @, in order to investigate what the contribution that this guide could offer Chemistry teachers as a way to complement the book teaching. The research fits in a qualitative approach with case study elements and documentary research. In the data collection instruments, the four textbooks of Chemistry of the first year of high school were analyzed, approved by PNLD (2015), where the goal was to identify whether the copies had investigative experimental activities. This analysis showed that few activities with investigative approaches are present in the textbooks. In addition, we used three questionnaires with open and closed questions and a meeting to present the Didactic Guide to research subjects that are participants of the Institutional Program Initiation Grant to Teaching (PIBID) Chemical UFMT (Notice CAPES / 2015) campus Cuiabá. The first questionnaire was applied only to the stock of PIBID; already, the second participating teachers of this program. two different questionnaires were made, because we work with different levels of teaching and our goal was to identify the conceptions of PIBID the group in relation to teaching by research among others, that could support the development of the Guide. The third was applied in order to verify the viability of the Didactic Guide. We hope that the Didactic Guide Experiment @, can contribute to the process of teaching and learning chemical knowledge for the first year high school students.