A Flexquest como estratégia didática no ensino de eletroquímica

• Autor(a) principal: SANTOS, Iris Gabrielle de Sena
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5476
• topic: Ensino de química; Flexibilidade cognitiva; FlexQuest (Plataforma web); Didática; CIENCIAS HUMANAS::EDUCACAO

The national curricular orientations propose a differential practice of teaching, emphasizing the real context of the learners, however there is a difference between the intended and practiced. In this context the research presented in this dissertation is an investigation of didactical situations in Chemistry elaborated by Pernambuco Basic Education teachers, from private and public schools, in order to evaluate the potential contribution of Cognitive Flexibility Theory (CFT) for the building of complex and flexible knowledge, enabling the development of competencies and skills by students during these situations proposed. Teachers took part in an extension course in which they discussed the main topics to be dealt with in the proposal, such as the use of Information and Communication Technologies (ICT) in education, the WebQuest and FlexQuest strategies and the CFT. They built a FlexQuest plan throughout the course, a didactic strategy on the Internet for research supported by the principles of CFT, whose theme for didactical situation was Electrochemistry. Besides planning strategies, teachers were split into working groups, they discussed and developed a class plan for their applications. The investigation was based on “Ministério da Educação” (MEC) official orientation, looking for similarities between teaching for competencies and skills, suggested by these documents, and the CFT principles. The research data were collected through three profile questionnaires, FlexQuest plans made by the groups, researcher’s intervention diary, planning for the implementation of class plans and interviews given by the subjects. The results indicate a potential contribution of CFT, because the thematic approach from multiple perspectives, as suggested, favors many of the points defended in “Parâmetros Curriculares Nacionais” (PCN) guidelines, interdisciplinarity, e.g.. It’s clear that between the intended and the practiced there is still a big gap and approaches like the one proposed in this research may help to reduce this space, since the student would be instructed to deal with concepts in a complex and non-reductive way, making possible the flexibilization of the knowledge face of new problems.