Ensino de química: elaboração e implementação de um material didático para funções hidrocarbonetos e álcoois
The challenges of the teaching profession require several new skills needed to achieve success in the teacher's work. The educational policies aim to ensure that the students has access to quality basic education, and the new proposals of the National Curriculum Guidelines for Higher Education,...
| Autor principal: | Leonardo, Brucy Fraga |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/13239 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
The challenges of the teaching profession require several new skills needed to achieve success in the teacher's work. The educational policies aim to ensure that the students has access to quality basic education, and the new proposals of the National Curriculum Guidelines for Higher Education, DCNEM (2013), emphasize that teaching must present contextualization, aiming to effect the studied phenomena. One can not approach in his classes a classic methodology of teaching in which the transmission of knowledge prevails, without the need to question the students, to raise hypotheses, to make the student protagonist in the construction of scientific knowledge. The current training of teachers aims to break the traditional barriers of education, proposing new theories of learning and rewriting the various necessary skills that the teacher needs to acquire for his professional development. The work consists in the elaboration and application of a didactic material, whose didactic sequence, involves the consumption of fossil fuels and the new perspectives of the use of renewable fuels, developed in ten sequential classes. The results demonstrated the students' pre-disposition regarding the new methodological approaches, as well, as the progress in the construction of scientific knowledge itself. |
|---|