Peer Instruction proposed as active methodology in chemistry education

Detalhes bibliográficos
Autor(a) principal: Moraes, Luiza Dumont de Miranda
Data de Publicação: 2016
Outros Autores: Carvalho, Regina Simplício, Neves, Álvaro José Magalhães
Tipo de documento: Artigo
Idioma: por
Título da fonte: The Journal of Engineering and Exact Sciences
Texto Completo: https://periodicos.ufv.br/jcec/article/view/2446941602023016107
Resumo: This work  is an exploratory case study on the active methodology known as Peer Instruction. Its overall goal is to understand the functioning of this methodology and theories involved through literature review and practice. We adopted sociointeractionist theory of Vygotsky and meaningful learning theory of David Ausubel, as theoretical framework for understanding some aspects of the method. We want to investigate the mechanism of the method and the attitude of the students, its applicability in the field of chemistry, the difficulties, advantages and disadvantages. Thus, we carried out the study in four classes of the first year of a High School in a public school in the city of Viçosa, involving about 160 students at all, over a didactic sequence on topics of stoichiometry. It was noted that the peer discussions were fruitful and that students appeared to be highly motivated with the new methodology. Also noted is that the students got some resistance to the proposal of the inverted classroom - even being a very important aspect for the proper functioning of the method - in which they were encouraged to carry out the prior reading of the contents before school. It was concluded that the Peer Instruction is an adequate method for chemistry teaching. This study allowed the elucidation of important and underlying concepts for students and provided new ideas and new horizons on the method and continuing research.
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spelling Peer Instruction proposed as active methodology in chemistry educationO Peer Instruction como proposta de metodologia ativa no ensino de químicaPeer InstructionChemistry EducationActive Methodology.Peer InstructionEnsino de QuímicaMetodologias AtivasThis work  is an exploratory case study on the active methodology known as Peer Instruction. Its overall goal is to understand the functioning of this methodology and theories involved through literature review and practice. We adopted sociointeractionist theory of Vygotsky and meaningful learning theory of David Ausubel, as theoretical framework for understanding some aspects of the method. We want to investigate the mechanism of the method and the attitude of the students, its applicability in the field of chemistry, the difficulties, advantages and disadvantages. Thus, we carried out the study in four classes of the first year of a High School in a public school in the city of Viçosa, involving about 160 students at all, over a didactic sequence on topics of stoichiometry. It was noted that the peer discussions were fruitful and that students appeared to be highly motivated with the new methodology. Also noted is that the students got some resistance to the proposal of the inverted classroom - even being a very important aspect for the proper functioning of the method - in which they were encouraged to carry out the prior reading of the contents before school. It was concluded that the Peer Instruction is an adequate method for chemistry teaching. This study allowed the elucidation of important and underlying concepts for students and provided new ideas and new horizons on the method and continuing research.Este trabalho trata-se de um estudo de caso exploratório sobre a metodologia ativa conhecida como Peer Instruction (PI). Seu objetivo geral é compreender o funcionamento dessa metodologia e as teorias envolvidas por meio da revisão bibliográfica e da prática docente. Adotamos a teoria sociointeracionista de Vigotsky e a teoria de aprendizagem significativa de David Ausubel, como referenciais teóricos para identificação de alguns aspectos do método. Deseja-se investigar o funcionamento do método e a reação dos alunos, sua aplicabilidade na área de Química, suas dificuldades, vantagens e desvantagens. Desta forma, realizou-se o estudo em quatro turmas do primeiro ano do Ensino Médio de uma escola pública da cidade de Viçosa, com cerca de 160 alunos, ao longo de uma sequência didática sobre tópicos de Estequiometria. Observou-se que as discussões entre os pares eram frutíferas e que os alunos demonstraram estar muito motivados com a nova metodologia. Observou-se também que os alunos obtiveram certa resistência à proposta da sala de aula invertida - mesmo sendo um aspecto muito importante para o bom funcionamento do método - na qual eram estimulados a realizar a leitura prévia dos conteúdos antes das aulas. Concluiu-se que o PI é um método adequado para o ensino de química. Este estudo permitiu aos alunos, a elucidação de conceitos importantes e subjacentes e proporcionou novas ideias e novos horizontes acerca do método e continuidade da pesquisa. Universidade Federal de Viçosa - UFV2016-10-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufv.br/jcec/article/view/244694160202301610710.18540/jcecvl2iss3pp107-131The Journal of Engineering and Exact Sciences; Vol. 2 No. 3 (2016); 107-131The Journal of Engineering and Exact Sciences; Vol. 2 Núm. 3 (2016); 107-131The Journal of Engineering and Exact Sciences; v. 2 n. 3 (2016); 107-1312527-1075reponame:The Journal of Engineering and Exact Sciencesinstname:Universidade Federal de Viçosa (UFV)instacron:UFVporhttps://periodicos.ufv.br/jcec/article/view/2446941602023016107/pdfCopyright (c) 2016 The Journal of Engineering and Exact Scienceshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMoraes, Luiza Dumont de MirandaCarvalho, Regina SimplícioNeves, Álvaro José Magalhães2022-08-11T14:23:31Zoai:ojs.periodicos.ufv.br:article/2206Revistahttp://www.seer.ufv.br/seer/rbeq2/index.php/req2/oai2527-10752527-1075opendoar:2022-08-11T14:23:31The Journal of Engineering and Exact Sciences - Universidade Federal de Viçosa (UFV)false
dc.title.none.fl_str_mv Peer Instruction proposed as active methodology in chemistry education
O Peer Instruction como proposta de metodologia ativa no ensino de química
title Peer Instruction proposed as active methodology in chemistry education
spellingShingle Peer Instruction proposed as active methodology in chemistry education
Moraes, Luiza Dumont de Miranda
Peer Instruction
Chemistry Education
Active Methodology.
Peer Instruction
Ensino de Química
Metodologias Ativas
title_short Peer Instruction proposed as active methodology in chemistry education
title_full Peer Instruction proposed as active methodology in chemistry education
title_fullStr Peer Instruction proposed as active methodology in chemistry education
title_full_unstemmed Peer Instruction proposed as active methodology in chemistry education
title_sort Peer Instruction proposed as active methodology in chemistry education
author Moraes, Luiza Dumont de Miranda
author_facet Moraes, Luiza Dumont de Miranda
Carvalho, Regina Simplício
Neves, Álvaro José Magalhães
author_role author
author2 Carvalho, Regina Simplício
Neves, Álvaro José Magalhães
author2_role author
author
dc.contributor.author.fl_str_mv Moraes, Luiza Dumont de Miranda
Carvalho, Regina Simplício
Neves, Álvaro José Magalhães
dc.subject.por.fl_str_mv Peer Instruction
Chemistry Education
Active Methodology.
Peer Instruction
Ensino de Química
Metodologias Ativas
topic Peer Instruction
Chemistry Education
Active Methodology.
Peer Instruction
Ensino de Química
Metodologias Ativas
description This work  is an exploratory case study on the active methodology known as Peer Instruction. Its overall goal is to understand the functioning of this methodology and theories involved through literature review and practice. We adopted sociointeractionist theory of Vygotsky and meaningful learning theory of David Ausubel, as theoretical framework for understanding some aspects of the method. We want to investigate the mechanism of the method and the attitude of the students, its applicability in the field of chemistry, the difficulties, advantages and disadvantages. Thus, we carried out the study in four classes of the first year of a High School in a public school in the city of Viçosa, involving about 160 students at all, over a didactic sequence on topics of stoichiometry. It was noted that the peer discussions were fruitful and that students appeared to be highly motivated with the new methodology. Also noted is that the students got some resistance to the proposal of the inverted classroom - even being a very important aspect for the proper functioning of the method - in which they were encouraged to carry out the prior reading of the contents before school. It was concluded that the Peer Instruction is an adequate method for chemistry teaching. This study allowed the elucidation of important and underlying concepts for students and provided new ideas and new horizons on the method and continuing research.
publishDate 2016
dc.date.none.fl_str_mv 2016-10-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://periodicos.ufv.br/jcec/article/view/2446941602023016107
10.18540/jcecvl2iss3pp107-131
url https://periodicos.ufv.br/jcec/article/view/2446941602023016107
identifier_str_mv 10.18540/jcecvl2iss3pp107-131
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufv.br/jcec/article/view/2446941602023016107/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2016 The Journal of Engineering and Exact Sciences
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 The Journal of Engineering and Exact Sciences
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Viçosa - UFV
publisher.none.fl_str_mv Universidade Federal de Viçosa - UFV
dc.source.none.fl_str_mv The Journal of Engineering and Exact Sciences; Vol. 2 No. 3 (2016); 107-131
The Journal of Engineering and Exact Sciences; Vol. 2 Núm. 3 (2016); 107-131
The Journal of Engineering and Exact Sciences; v. 2 n. 3 (2016); 107-131
2527-1075
reponame:The Journal of Engineering and Exact Sciences
instname:Universidade Federal de Viçosa (UFV)
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reponame_str The Journal of Engineering and Exact Sciences
collection The Journal of Engineering and Exact Sciences
repository.name.fl_str_mv The Journal of Engineering and Exact Sciences - Universidade Federal de Viçosa (UFV)
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