Quimiluminescência orgânica: alguns experimentos de demonstração para a sala de aula

The generation of "cold light", visible to the human eye, by chemical reactions has attracted the attention of the scientific community since the beginning of this century. Besides the academic interest in the elucidation of the mechanisms of excited state formations, many chemiluminescence reactions have found widespread analytical applications. Moreover, the phenomenon of chemiluminescence can also be used as a tool in undergraduate and college teaching. In this article, we describe several known chemiluminescence demonstrations, which are suitable for school teaching. The main objective of this work is to produce didactic material in Portuguese to stimulate Brazilian secondary and high school teachers to use these experiments in the classroom. The demonstrations include singlet oxygen emission, the luminol reaction, oscillating chemiluminescence and the peroxyoxalate reaction.

Química orgânica experimental: integração de teoria, experimento e análise

A new approach for teaching in basic experimental organic chemistry is presented. Experimental work goes on parallel to theoretical lectures leading to an immediate application of theoretical concepts transmitted therein. One day/week is dedicated exclusively to the organic laboratory. Reactions are proposed as problems to be solved; the student has to deduce the structure of the product on the basis of his observations, the analytical data and his mechanistical knowledge. 70 different experiments, divided in 7 thematical chapters, are presented. All experiments require the analysis and discussion of 1H and 13C NMR, IR and UV spectra. Additional questions about each reaction have to be answered by the student in his written report. Laboratory safety is garanteed by the exclusion or substitution of hazardous and toxic reagents. Microscale preparations are adopted in most cases to lower the cost of materials and the amount of waste. Recycling of many reaction products as starting materials in other experiments reduces the need for commercial reagents and allows the execution of longer reaction sequences. Only unexpensive standard laboratory equipment and simple glassware are required. All experiments include instructions for the save treatment or disposal of chemical waste.

Aplicação de extratos brutos de flores de quaresmeira e azaléia e da casca de feijão preto em volumetria ácido-base. Um experimento para cursos de análise quantitativa

Crude extract of Tibouchina granulosa, Rhododendron simsii and Phaseolus vulgaris L. were prepared and used as alternative indicators in quantitative analysis teaching in standardization of NaOH solutions and in the determination of acetic acid contents in vinegar. Effect of using such natural extracts as indicators was very attractive to the students and the quantitative results were compared with conventional indicators with good agreement. Concepts of data statistics can successfully be discussed using the interest revived by the use of natural indicators.

A pesquisa em ensino de química no Brasil: conquistas e perspectivas

This article summarizes the main achievements of the Brazilian research in chemistry education in these 25 years of existence of the Brazilian Chemical Society and raises some prospective questions for the field. Six main events are described as the responsible ones for the development of research in chemistry teaching in Brazil. Valuable contributions of Brazilian researches are discussed and related with international trends in science education. Some perspectives for improving research in chemistry teaching in Brazil are also presented.

Eixos mobilizadores em química

Over the last five years there have been significant changes in higher education in Brazil as well as in research funding. As a contribution to the development of Science and Technology, and aiming to portray Chemistry today in Brazil, in the context of last year´s elections for President, State Governors, National Congress and Legislative Chamber, the Directors and Consulting Council of the Brazilian Chemical Society, SBQ, initiated in 2002 a series of activities to produce a document entitled Mobilizing Axes in Chemistry. This discusses undergraduate and graduate teaching in Chemistry, a new model for research funding, and the overall state of the art, and future perspectives. Six mobilizing axes have been identified and discussed to date: 1. Training of highly qualified personnel; 2. Decentralization, and discouragement of institutional in-breeding; 3. Stimulation of entrepreneurship and interdisciplinarity; 4. A guaranteed budget for Science and Technology; 5. Proactive interaction of academics with economic activity; and 6. Removal of institutional bottle-necks of all sorts. The Brazilian Chemical Society hopes that the new administration will in the near future begin the task of improving the national education system and increase funding for Science and Technology.

La investigación didáctica: hacia la interdisciplinariedad y la cooperación

This article aims to explain the main references that characterize the educational research in our context. This requires assessing the main external influences and the way how are you we have been conditioned. Briefly describes the trajectory of specific teaching in Spain give to his creation to the present moment, to understand the passage of its constitution to create the research and its effects. Highlights the emerging methodologies and proposed findings that point to new perspectives on the proposed interdisciplinary teaching compared

A formação do pós-graduando em química para a docência em nível superior

The article presents a brief analysis on chemistry post-graduate students' perception on teaching in higher education. This study was done based on the context of students' formation in chemistry post-graduate programs and makes suggestions on how to improve the formation process of post-graduate students in order to decrease the rupture between teaching and research in chemistry post-graduate programs.

Concepções e ações de formadores de professores de química sobre o estágio supervisionado: propostas brasileiras e portuguesas

The purpose of this paper is to investigate lecturers'actions and conceptions about pre-service teaching practices in chemistry. In this sense, it takes into account several theoretical references concerned with teacher education, which support the qualitative analysis of 18 interviews, gathered with 14 brazilian and 4 portuguese lecturers. Results reveal that the pre-service teaching practices in chemistry have been performed far from a technical approach, showing a paradigmatic rupture and presenting another logic related with teacher education in chemistry, which have improved the comprehension of the teachers' real practices, since these have been shaped by complex and unprescribed factors.

Jogos de empresa: aplicação à gestão da qualidade no ensino superior de química

Business games have become a popular choice of pedagogical technique for teaching in higher education. The objective of a business game is to offer students the opportunity to learn by doing, engaging them in a simulated experience of the real-world. This paper discusses how a business game has been played by undergraduate chemistry students in a Quality Management course. The responses from the teaching evaluation questionnaires revealed that they not only improved their quality management practices, but also enjoyed working in teams. The level of participation by students was good and the classroom activities provided a meaningful learning experience.

COMUNICAÇÃO CIENTÍFICA NO ENSINO SUPERIOR DE QUÍMICA: UMA REVISÃO

The importance of teaching scientific communication skills in undergraduate chemistry courses is well recognized. This paper provides an overview of didactic activities in which students engage to improve these skills. The study was based on an extensive literature review performed on the Journal of Chemical Education and on the Journal of College Science Teaching, in the years spanning from 1991 to 2010, and on The Chemical Educator, from 1996 to 2010. The findings from the study provided an opportunity to expand the knowledge on the variety of methods and contents used to teach scientific communication skills in undergraduate chemistry education, as well as to deepen our understanding of the effects of different approaches to teaching on performance in practice.

Fiktiivisen kirjallisuuden maailmasta monikulttuuriseen Suomeen. Ennakointikertomus kirjallisuudenopetuksen ja monikulttuurisuuskasvatuksen välineenä

From the world of fiction literature into multi-cultural Finland. Anticipatory story as an educational tool in teaching of literature and multiculturalism The research clarifies the relationship between reading fiction literature and multicultural value education in basic education. The research focuses on the subject didactics of mother tongue and literature and on the literature teaching in particular. The objective is to develop a method that is easily transferable into a teaching context so as to intensify the educational discussion based on fiction literature. In essence, understanding fiction literature and the ethical and moral thinking resemble one another, because both of them aim at empathizing with the thinking of a person or with a situation foreign to oneself. For this reason fiction literature is ideally suited for the discussion on ethical and moral values within a subject entity in the basic education. The empirical unit of the research consists of two parts. The first part explains how youth novels published in the years 1993 – 2007 describe multiculturalism in Finnish society. Books on multiculturalism are still few in number within youth literature, and people with a foreign background are mainly minor or background characters in such literary works. Nevertheless, youth novels serve well as a starting point for an educational discussion about multicultural issues. More often than not characters in youth novels are stereotypes and even opposite to each other. The juxtaposing makes a young reader question the stereotypes associated with immigrants. Besides the stereotype, reference to a prototype or a model is possible. The second part tests the usefulness of an anticipatory story based on a fictive text for an educational discussion about multicultural issues. The empirical material was collected from the eighth-grade teaching groups in basic education as follows: one teaching group was an immigrant group, the second one a group of Finns with experience of immigrants while the third group of students had hardly any experience of immigrants. The anticipatory stories were written on the basis of extracts from youth novels with multicultural themes. The material collected for a total of 120 anticipatory stories was analysed by using meaning cue analysis. Using the meaning cue analysis, the anticipatory stories were divided into three groups: stories with predominantly positive meaning cues of interculturalism, ambivalent stories with both positive and negative meaning cues of interculturalism and the stories with predominantly negative meaning cues of interculturalism. The meaning cues produced by girls and boys differ from one another, in particular, by the negative meaning cues of interculturalism. For girls, the predominant meaning cue is fear whereas for boys, it is that of violence. It would also seem that the students, in particular, boys with little experience of immigrants produce more negative meaning cues of interculturalism than do immigrants or Finnish students with experience of immigrants. Further still, it seems that active reading of fiction literature affects the meaning cues of interculturalism in an ambivalent direction. In the way of youth novels this is understandable, because youth novels in general are made up of opposite characters and meaning cues. The less the student takes an interest in reading, the more he used meaning cues from outside the parent text for his anticipatory story. No doubt it would be possible to use fiction literature in the literature education to a much higher extent than it is being used today whereby the literature could be used in basic education for reviewing subject entities or study contents of other study subjects. By way of an anticipatory story and the meaning cue analysis, it is possible to intensify the educational discussions based on fiction literature. However, using fiction literature in the literature education requires consideration of the specific genre of fiction literature.

Parallella, dynamiska representationer i gymnasiefysiken : implementering av ett interaktivt datorverktyg i didaktiska situationer och uppfattning av effektivt lärande

The computer is a useful tool in the teaching of upper secondary school physics, and should not have a subordinate role in students' learning process. However, computers and computer-based tools are often not available when they could serve their purpose best in the ongoing teaching. Another problem is the fact that commercially available tools are not usable in the way the teacher wants. The aim of this thesis was to try out a novel teaching scenario in a complicated subject in physics, electrodynamics. The didactic engineering of the thesis consisted of developing a computer-based simulation and training material, implementing the tool in physics teaching and investigating its effectiveness in the learning process. The design-based research method, didactic engineering (Artigue, 1994), which is based on the theoryof didactical situations (Brousseau, 1997), was used as a frame of reference for the design of this type of teaching product. In designing the simulation tool a general spreadsheet program was used. The design was based on parallel, dynamic representations of the physics behind the function of an AC series circuit in both graphical and numerical form. The tool, which was furnished with possibilities to control the representations in an interactive way, was hypothesized to activate the students and promote the effectiveness of their learning. An effect variable was constructed in order to measure the students' and teachers' conceptions of learning effectiveness. The empirical study was twofold. Twelve physics students, who attended a course in electrodynamics in an upper secondary school, participated in a class experiment with the computer-based tool implemented in three modes of didactical situations: practice, concept introduction and assessment. The main goal of the didactical situations was to have students solve problems and study the function of AC series circuits, taking responsibility for theirown learning process. In the teacher study eighteen Swedish speaking physics teachers evaluated the didactic potential of the computer-based tool and the accompanying paper-based material without using them in their physics teaching. Quantitative and qualitative data were collected using questionnaires, observations and interviews. The result of the studies showed that both the group of students and the teachers had generally positive conceptions of learning effectiveness. The students' conceptions were more positive in the practice situation than in the concept introduction situation, a setting that was more explorative. However, it turned out that the students' conceptions were also positive in the more complex assessment situation. This had not been hypothesized. A deeper analysis of data from observations and interviews showed that one of the students in each pair was more active than the other, taking more initiative and more responsibilityfor the student-student and student-computer interaction. These active studentshad strong, positive conceptions of learning effectiveness in each of the threedidactical situations. The group of less active students had a weak but positive conception in the first iv two situations, but a negative conception in the assessment situation, thus corroborating the hypothesis ad hoc. The teacher study revealed that computers were seldom used in physics teaching and that computer programs were in short supply. The use of a computer was considered time-consuming. As long as physics teaching with computer-based tools has to take place in special computer rooms, the use of such tools will remain limited. The affordance is enhanced when the physical dimensions as well as the performance of the computer are optimised. As a consequence, the computer then becomes a real learning tool for each pair of students, smoothly integrated into the ongoing teaching in the same space where teaching normally takes place. With more interactive support from the teacher, the computer-based parallel, dynamic representations will be efficient in promoting the learning process of the students with focus on qualitative reasoning - an often neglected part of the learning process of the students in upper secondary school physics.

Kielikylpydidaktiikkaa kehittämässä : 3-6-vuotiaiden kielikylpylasten kielellinen kehitys ja kielikylpydidaktiikan kehittäminen päiväkodissa

The goal of this study is to determine the naming ability in Finnish and Swedish of nursery school-aged children participating in a language immersion programme, as well as their command of both languages. The study also aims to describe factors reflecting language immersion teaching in nursery schools based on action research and a literature survey. The longitudinal study, conducted in 2003–2005, comprised 133 native Finnish three- to six-year-old children in language immersion programmes. A total of four measurements were carried out over two and a half years. In each measurement, four separate tests were given to each child (totally 1134 measurements). Research material was collected using survey tools that measured the children’s naming ability and command of language. The tools had been translated into both Finnish and Swedish. The material also includes taped responses related to the tool for naming ability. Didactic approaches were developed on the basis of material from action research and the literature survey. The material was examined using methodological triangulation, and a quantitative analysis was made of each survey tool. Furthermore, a content analysis of the children’s taped responses gave further depth to the description of language development. The theoretical framework of the study is mainly based on modern sociocultural theories of second language development and acquisition. Thus, the approach is both linguistic and pedagogic, with emphasis lying on the latter. The socioculturally-oriented framework of this study is mainly influenced by the theorists Vygotski, Spolsky, van Lier and Cummins. According to the results, the language skills of children in language immersion programmes develop as expected from age three to six in the fields studied. In the field of language command, the children acquired excellent skills in listening comprehension. Their naming ability was not as good. In each test, the children showed weaker skills in Swedish than in Finnish. However, based on the assumption that the two languages have a shared cognitive field, the skills in Swedish catch up with the skills in Finnish at an annual rate of 6–7 per cent. The study indicates that children meet a language development threshold one year earlier in their native language than they do in the immersion language. As for the naming ability in Swedish, problems arose from the fact that the deviation in results increases with age. Children showed creativity in their use of naming strategies. Judging by the research results, children begin to use the immersion language as a tool for thought at a very early phase. The research results, action research and literature survey were also used to create a general educational model for language immersion.

Conditions for EFL learning and professional development : Finland-Swedish learner and teacher perspectives

Engelskans dominerande roll som internationellt språk och andra globaliseringstrender påverkar också Svenskfinland. Dessa trender påverkar i sin tur förutsättningarna för lärande och undervisning i engelska som främmande språk, det vill säga undervisningsmålen, de förväntade elev- och lärarroller, materialens ändamålsenlighet, lärares och elevers initiala erfarenheter av engelska och engelskspråkiga länder. Denna studie undersöker förutsättningarna för lärande och professionell utveckling i det svenskspråkiga nybörjarklassrummet i engelska som främmande språk. Utgångsläget för 351 nybörjare i engelska som främmande språk och 19 av deras lärare beskrivs och analyseras. Resultaten tyder på att engelska håller på att bli ett andraspråk snarare än ett traditionellt främmande språk för många unga elever. Dessa elever har också goda förutsättningar att lära sig engelska utanför skolan. Sådan var dock inte situationen för alla elever, vilket tyder på att det finns en anmärkningsvärd heterogenitet och även regional variation i det finlandssvenska klassrummet i engelska som främmande språk. Lärarresultaten tyder på att vissa lärare har klarat av att på ett konstruktivt sätt att tackla de förutsättningar de möter. Andra lärare uttrycker frustration över sin arbetssituation, läroplanen, undervisningsmaterialen och andra aktörer som kommer är av betydelse för skolmiljön. Studien påvisar att förutsättningarna för lärande och undervisning i engelska som främmande språk varierar i Svenskfinland. För att stöda elevers och lärares utveckling föreslås att dialogen mellan aktörer på olika nivå i samhället bör förbättras och systematiseras.

Under ytan, vid ytan och ovanför ytan : analys av tanken bakom tre läromedel i slöjd

This thesis is based on the personal experience gained related to the planning and production of three web-based teaching materials for the teaching subject knownas sloyd at the comprehensive school in Finland. After the teaching materials had been produced and published on the Internet at the Finnish textile teachers' website KässäBoxi, the idea for this thesis emanated from the questions: Why do the three teaching materials look the way they do and why do other textile teachers comment that they are different? In earlier sloyd educational research it has been stated that a scientific paradigm affects the individual ideology of a sloyd teacher. The aimfor my doctoral thesis is to continue on the topic. As the area of interest comprises the thought behind three teaching materials in sloyd, the aim of the thesis is to show how teaching and educational ideologies in sloyd appear in the teaching materials at hand. The research approach has parallels to research about another, tangible phenomena, namely the iceberg. In a similar way as an iceberg, a teaching material has a profound base, but the base is not always completely visible to the user of the teaching material. In this thesis I strive to show what there is under the surface, on the surface and above the surface of three teaching materials in sloyd. The research approach is defined as qualitative and phenomenologic-hermeneutic. The analysis results in knowledge about how the producer of a teaching material affects the character of a teaching material by choices concerning for example the form, structure, language and illustrations of the teaching material. The analysis also shows how the producers' individual educational and teaching ideologies within the teaching subject at hand appear by means of traces concerning the view on the pupil and the teacher, and the view on planning and conducting teaching in sloyd. The thesis also results in knowledge about how sloyd educational scientific theories and demands from society, as they are stated in the national core curriculum, appear in the three teaching materials. The application of the sloyd educational scientific theory of individual sloyd activity as a holistic educative system is also widened in the thesis. This thesis contributes to future research on producing teaching materials by information about what aspects a producer of teaching materials needs to consider and how the aspects become visible in the teaching materials. This kind of knowledge is valuable to teacher students in sloyd, to teachers in sloyd who intend to plan and produce teaching materials and to teachers who tutor the planning and production of teaching materials.