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Investigative experimentation in chemistry teaching: building a liquid tower

There is an extensive body of literature that points out the reasons for students' difficulties in assimilating concepts, the presentation of concepts makes them abstract and unrelated to reality which can cause disinterest in learning. Thus, this research has as objective the application of st...

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Principais autores: Baldaquim, Matheus Junior, Proença, Amanda Oliveira, Santos, Mateus Carneiro Guimarães do, Figueiredo, Márcia Camilo, Silveira, Marcelo Pimentel da
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2018
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/6835
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spelling peri-article-68352022-10-18T23:54:08Z Investigative experimentation in chemistry teaching: building a liquid tower A experimentação investigativa no ensino de química: construindo uma torre de líquidos Baldaquim, Matheus Junior Proença, Amanda Oliveira Santos, Mateus Carneiro Guimarães do Figueiredo, Márcia Camilo Silveira, Marcelo Pimentel da Educação / Ensino-Aprendizagem Ensino de Química; Atividade experimental; Abordagem investigativa Chemistry teaching; Experimental Activity; Investigative Approach There is an extensive body of literature that points out the reasons for students' difficulties in assimilating concepts, the presentation of concepts makes them abstract and unrelated to reality which can cause disinterest in learning. Thus, this research has as objective the application of strategies that are able to overcome this disinterest. Stimulating the students to become involved with the activity and creating hypotheses and questions about the studied phenomena. For that, we use the investigative practice and the activity was carried out in a first-year high school class based on the methodology proposed by Delizoicov, Angotti, and Pernambuco (2002), called "three pedagogical moments", the three steps are problematization, the organization of knowledge and application of knowledge. With the "three pedagogical moments", It is possible to verify the difficulties of the students in the first moment and to stimulate them to evolve in the second and third moment, proving the importance of this approach in the teaching of chemistry. It is important to emphasize that the teacher should be encouraged and prepared so that the actions are effective in the process of teaching and learning. É extensa a literatura que aponta as razões das dificuldades de assimilação dos conceitos por parte dos alunos. A apresentação dos conceitos muitas vezes os torna abstratos e desvinculados da realidade, o que pode causar desinteresse em aprender. Assim, essa pesquisa tem por objetivo a aplicação de estratégias capazes de superar esse desinteresse, estimulando os alunos a se envolverem com a atividade, criando hipóteses e questionamentos sobre os fenômenos estudados. Para isso, utilizamos a prática investigativa. A atividade foi realizada em uma turma de primeiro ano do Ensino Médio com base na metodologia proposta por Delizoicov, Angotti e Pernambuco (2002), os três momentos pedagógicos, denominados problematização inicial, organização do conhecimento e aplicação do conhecimento. A partir disso, pode-se verificar as dificuldades dos alunos no primeiro momento e estimulá-los a evoluir no segundo e terceiro momento, comprovando a importância dessa abordagem no Ensino de Química. Faz-se importante enfatizar que o professor deve ser incentivado e preparado para que as ações sejam efetivas no processo de ensino e aprendizagem. Universidade Tecnológica Federal do Paraná (UTFPR) 2018-01-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão application/pdf text/html http://periodicos.utfpr.edu.br/actio/article/view/6835 10.3895/actio.v3n1.6835 ACTIO: Teaching in Sciences; v. 3, n. 1 (2018); 19-36 ACTIO: Docência em Ciências; v. 3, n. 1 (2018); 19-36 2525-8923 10.3895/actio.v3n1 por http://periodicos.utfpr.edu.br/actio/article/view/6835/4738 http://periodicos.utfpr.edu.br/actio/article/view/6835/5133 Direitos autorais 2018 CC-BY http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Baldaquim, Matheus Junior
Proença, Amanda Oliveira
Santos, Mateus Carneiro Guimarães do
Figueiredo, Márcia Camilo
Silveira, Marcelo Pimentel da
spellingShingle Baldaquim, Matheus Junior
Proença, Amanda Oliveira
Santos, Mateus Carneiro Guimarães do
Figueiredo, Márcia Camilo
Silveira, Marcelo Pimentel da
Investigative experimentation in chemistry teaching: building a liquid tower
author_sort Baldaquim, Matheus Junior
title Investigative experimentation in chemistry teaching: building a liquid tower
title_short Investigative experimentation in chemistry teaching: building a liquid tower
title_full Investigative experimentation in chemistry teaching: building a liquid tower
title_fullStr Investigative experimentation in chemistry teaching: building a liquid tower
title_full_unstemmed Investigative experimentation in chemistry teaching: building a liquid tower
title_sort investigative experimentation in chemistry teaching: building a liquid tower
description There is an extensive body of literature that points out the reasons for students' difficulties in assimilating concepts, the presentation of concepts makes them abstract and unrelated to reality which can cause disinterest in learning. Thus, this research has as objective the application of strategies that are able to overcome this disinterest. Stimulating the students to become involved with the activity and creating hypotheses and questions about the studied phenomena. For that, we use the investigative practice and the activity was carried out in a first-year high school class based on the methodology proposed by Delizoicov, Angotti, and Pernambuco (2002), called "three pedagogical moments", the three steps are problematization, the organization of knowledge and application of knowledge. With the "three pedagogical moments", It is possible to verify the difficulties of the students in the first moment and to stimulate them to evolve in the second and third moment, proving the importance of this approach in the teaching of chemistry. It is important to emphasize that the teacher should be encouraged and prepared so that the actions are effective in the process of teaching and learning.
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2018
url http://periodicos.utfpr.edu.br/actio/article/view/6835
_version_ 1805451093455405056
score 10,814766

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