O Ensino de ligações químicas por meio do conceito de energia: uma proposta didática para o ensino médio

This work presents discussions on the teaching of Chemical Bonds in high school and some implications of this approach in learning chemistry by students. In general, understanding how the chemicals combine to form substances and compounds, it is a key point for understanding the properties of substances and their structure. In this sense, the chemical bonds represent an extremely important issue, and their knowledge is essential for a better understanding of the changes occurring in our world. Despite these findings, it is observed that the way in which this concept is discussed in chemistry class has contributed, paradoxically, to the emergence of several alternative designs, making the understanding of the subject by students. It is believed that one of the explanations for these observations is the exclusive use of the "octet rule" as an explanatory model for the Chemical Bonds. The use of such a model over time eventually replace chemical principles that gave rise to it, transforming knowledge into a series of uninteresting rituals and even confusing for students. Based on these findings, it is deemed necessary a reformulation in the way to approach this content in the classroom, taking into account especially the fact that the explanations of the formation of substances should be based on the energy concept, which is fundamental to understanding how atoms combine. Thus, the main question of the survey and described here of the following question: Can the development of an explanatory model for the Chemical Bonds in high school based on the concept of energy and without the need to use the "octet rule"? Based on the concepts and methodologies of modeling activity, we sought the development of a teaching model was made through Teaching Units designed to give subsidies to high school teachers to address the chemical bonds through the concept of energy. Through this work it is intended to make the process of teaching and learning of Chemical Bonds content becomes more meaningful to students, developing models that contribute to the learning of this and hence other basic fundamentals of chemistry.

Contradições como força de mudança: o processo de formação continuada de professores do ensino médio enquanto potencializador da práxis transformadora à luz da teoria histórico-cultural

The intervention research proposed was based on the Cultural-Historical Theory based on the laws and logic of materialism historical-dialectical. Therefore, we tried to design a research process that involved all as responsible for the process. In the field of continuous teacher's training usually has been found dualistic relationship / paradoxical processes as a result of the adopted training models which are characterized by individualist human processes. The teacher training work sought to overcome this dualism, to promote the unveiling of the contradictions with regard to teaching models. As a hypothesis, we imagined that immersed in this process, teachers recognize such contradictions, and this recognition would make the contradictions become the driving force of change in teaching practice, realizing the teaching-learning-development triad as the basis of praxis. Aiming to develop a process of continuing education to bring results to the professional teachers development looking for answer the following research question: How and what the changes of teachers who participated in the Didactic-Formative Intervention process raised the quality of their teaching practices? In this context, the objective of the research was to develop a process of Didactic-Formative Intervention from the perspective of Cultural-Historical Theory with high school teachers in order to theorize about the changes in pedagogical practices of teachers and learn aspects that transform the essence teaching practice. The research involved two high school teachers of a public school in Uberlândia-MG. The training meetings took place at the school through a collective study group between the years 2013 and 2015. As procedures were used two interconnected aspects: classes observations, and a theoretical and methodological training, both for diagnosis and for the process evaluation, the second aspect has a formative dimension, and a didactic dimension (double meaning) to form didactically the teacher and to elaborate didactic procedures. The collected data were analyzed by observing the assumptions of the method, analysis by units and the processuality. As results teachers showed changes in their teaching practices regarding the organization of the pedagogical work and also centered their design educational actions based on learning and development of the students. The presence of continuous diagnosis during the classes, work with a systems of concepts and their conceptual links, problematization as a teaching method can be pointed as meaningful changes in their praxis. Regarding the training activities that emerged from the analysis of the compiled materials and analyzed throughout the process can be emphasized: forming a collective group of school teachers continuous training, diagnostics, development of practical activities, increase relationships among participants, the choice of scientific material used should have direct relation to the needs of the participants, promoting conditions that enable the emergence of contradictions between the pedagogical practice of teachers and teaching based on the perspective of the Cultural-Historical Theory. This research craved to develop and design a teachers' training processes that increase the quality of teachers life and ways of teaching in the Brazilian public school.

O Ensino de ligações químicas por meio do conceito de energia: uma proposta didática para o ensino médio

This work presents discussions on the teaching of Chemical Bonds in high school and some implications of this approach in learning chemistry by students. In general, understanding how the chemicals combine to form substances and compounds, it is a key point for understanding the properties of substances and their structure. In this sense, the chemical bonds represent an extremely important issue, and their knowledge is essential for a better understanding of the changes occurring in our world. Despite these findings, it is observed that the way in which this concept is discussed in chemistry class has contributed, paradoxically, to the emergence of several alternative designs, making the understanding of the subject by students. It is believed that one of the explanations for these observations is the exclusive use of the "octet rule" as an explanatory model for the Chemical Bonds. The use of such a model over time eventually replace chemical principles that gave rise to it, transforming knowledge into a series of uninteresting rituals and even confusing for students. Based on these findings, it is deemed necessary a reformulation in the way to approach this content in the classroom, taking into account especially the fact that the explanations of the formation of substances should be based on the energy concept, which is fundamental to understanding how atoms combine. Thus, the main question of the survey and described here of the following question: Can the development of an explanatory model for the Chemical Bonds in high school based on the concept of energy and without the need to use the "octet rule"? Based on the concepts and methodologies of modeling activity, we sought the development of a teaching model was made through Teaching Units designed to give subsidies to high school teachers to address the chemical bonds through the concept of energy. Through this work it is intended to make the process of teaching and learning of Chemical Bonds content becomes more meaningful to students, developing models that contribute to the learning of this and hence other basic fundamentals of chemistry.

O ensino de química na educação de jovens e adultos do ensino médio no município de Itumbiara-GO

For this study, a research was conducted in order to answer the question "What chemistry teaching has been developed in the Youth and Adult Education (EJA) ?". The research provides an overview of the object to the proposed changes, leading students to live with different realities and investigating the issue of contextualization based on the daily lives of these students related to the subject of chemistry. The methodology focuses ethnographic research of the case study, in which a case is studied in depth using the participant observation. In the survey data a mixed qualitative and quantitative approach was used. The work involved 6 schools that offer adult education high school; 6 directors of these schools; 6 coordinators who work in adult education; 6 Chemistry teachers and 123 students of the EJA, level high school, enrolled in the 1st, 2nd, 3rd and 4th periods. The first stage of the research consisted of questionnaires in schools where everyone involved responded closed and open questions applied to each specific group. In the second stage two schools were selected in order to conduct a deeper knowledge of adult education through practical activities of Chemistry and subsequent interview conducted in groups with students. Three teachers were also interviewed to enable a deepening of issues relating to EJA and Chemistry Teaching. The interviews were analyzed by the technique of Discursive Textual Analysis (ATD). The main issues addressed in the questionnaires and interviews were on the school structure, reasons that lead students to drop out or remained in adult education and those who make the stay, the view of those involved of the importance of chemistry discipline for students of EJA and how this should be offered. It is necessary that we need to promote changes in the chemistry class and its activities, respecting the experiences and experience already gained by the student during his life story. Another factor to be highlighted is the need for ongoing training of teachers working in adult education. Note that your continued education is given more by the experience and the ways in which they try to overcome adverse situations. The Chemistry subject taught is not agree with the principles of EJA and practiced curriculum is just an adaptation or content reduction from the regular curriculum. The improvement in chemistry teaching of EJA will take place through a dialogue between those involved in the process, clearer educational policies and willingness to implement change. Thus the teaching of chemistry contribute to the students of the EJA are actually scientifically literate and integrated into society.

Transposição didática da interação do laser com sistmas biológicos no ensino médio: uma proposta de guia didático para professores

In this dissertation was elaborated an interdisciplinary didactic sequence for the development of Physical concepts involved in the interaction of laser radiation with biological matter in order to make a relation between Physics and other fields of knowledge aiming to enlarge the contextualization of scientific knowledge. The objective was to develop an educational product which theme is “Laser’s Interaction with Biological Tissues”. In this work, basic physical concepts related to laser radiation were presented, its interaction with matter and applicability in the student's daily life, with emphasis on Public Health. The inclusion of the subject in schools was effected through didactic transposition as theoretical foundation and the three pedagogical moments as teaching support. The development of the project involved discussions of scientific knowledge applied in society’s daily life. In the product's design the didactic sequence was projected and the use of varied teaching resources has been proposed, such as videos, texts, experiments, simulators and de Software “Tracker”. The construction of paradidactic material was performed considering different stages of equal importance for a teacher's reflection process. The work prioritizes the alternative conceptions of student, transforming him in a direct agent of the construction of knowledge and this aspect is based on the profile of the Student's Material. Another important point is the evaluation's proposal, this was systematized to be done class after class through building texts, essay questions, presentation of papers, among others activities. The didactic sequence guides the introduction of relevant topics of the students and society’s daily life, the ideas are not closed and in many times the teacher make changes which deem relevant to the teaching for better development of their practice.

Rede de aprendizagem em robótica : uma perspectiva educativa de trabalho com jovens

The present research sought to comprehend what is the development perspective of a collective work of educational robotics with high school students. The work started from the development activities Mathematics Sub Project of PIBID (Programa Institucional de Bolsa de Iniciação à Docência, Institutional Program of Initiation to Teaching Scholarship) in a school network from the state of Minas Gerais. The production process of data of this research was done through the follow up of high school students that participated in workshops robotics at the mentioned public school and were selected to continue the project at the Faculty of Mechanical Engineering in Federal University of Uberlândia (UFU). Subsequently, these students were involved in activities related to Robotics championships, elapsed through different spaces in public and private schools of basic education, University and Non-Governmental Organization. The data at the research were registered by photos, videos, field notes, documents produced by the participants and arising from internet like the social media Facebook, questionnaires and, mainly, interviews. At the analysis process of data the followed axes were constituted: Movement Learning Network with Robotics; The Different Roles at the Robotics Events and Experiences in Engineering and Technology. By this axes we understand what is the trajectory of the constitution process of a learning network in educational robotics that we find in expansion and consolidation. In this network the research participants performed different roles which left imprints responsible for their transformation. As a more evident imprint, we detected the robot construction and programming, which as for as they moved their studies forward, they developed the subject autonomy, collaboration, sharing and technological authorship.

Necessidades formativas em Matemática representadas nas vozes de um grupo de professoras dos anos iniciais da rede pública de ensino

Teacher training processes, initial and continuing, and professional practice of teachers who teach Mathematics in the early years are highlighted in the literature as complex, but also are regarded as the way to overcome many difficulties in teaching this component curriculum in the school stage in question. The aim of the study was to investigate how the training needs in Mathematics are represented by a group of teachers in the early years of elementary school of public health system of the city of Uberlândia, State of Minas Gerais. The research, qualitative approach, had as object of study the training needs, in Mathematics, of teachers in the early years. The research involved 16 teachers from two schools in the municipal public schools of that city. Data were collected through questionnaires, non-participant observations, semi-structured interviews followed by group and individual. Analyses were performed by means of thematic categories, founded by content analysis. Data interpretation allowed to understand training needs in mathematics that are presented to the collaborating group from their professional practice, considering the knowledge and skills necessary to teaching. It is understood that the teachers of the study group have major limitations in relation to the specific content and didactic knowledge of Mathematics content, however, the concern is that demonstrated not always being aware of it. Moreover, the difficulties experienced in teaching practice proven to be overcome by sources and non-formal training activities, primarily through more experienced colleagues in the profession. Thus, it becomes difficult to think the initial and continuing training courses for teachers without the training needs of the teaching practice is appreciated as an object of study.

Uma proposta para o ensino das estações do ano com base em um referencial topocêntrico

Studies carried out in several countries have confirmed the students’ difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people´s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel´s meaningful learning theory (2003) and in Moreira´s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jerônimo Arantes, in Uberlândia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun´s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.

Sequência didática com temas motivadores no ensino de física

This study is based on the design and development of a Didactic sequence in Physics for the first year of high school in a public school, involving structured activities on Astronomy topics, Astronautics and Aeronautics. In addition, it produced a didactic-pedagogic Tutorial for teachers to develop teaching-learning processes in Physics through activities with handmade rockets. These activities have been based on teaching moments of questioning, systematization and contextualization. In this context the understanding and the deepening of concepts and scientific and physical phenomena are related to everyday knowledge, in accordance with the historical-cultural theory, with the Three Pedagogic Moments, dialogicity and Information and Communication Technologies as instruments of triggering actions and motivation, like movies and applications in teaching Astronomy, Physics and Mathematics. The research activities were conduced by adopting a qualitative approach and included reports, questionnaires, semi-structured interviews and other notes. The development of the Didactic Sequence enabled a differentiated teaching and learning process, including aspects such as conceptualization, contextualization, flexibility, interdisciplinary and theoreticalexperimental relationship.

Uma proposta para o ensino das estações do ano com base em um referencial topocêntrico

Studies carried out in several countries have confirmed the students’ difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people´s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel´s meaningful learning theory (2003) and in Moreira´s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jerônimo Arantes, in Uberlândia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun´s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.