Utilização de holograma como recurso didático para contextualização da atomística no ensino da química
The teaching activity in the present time presents numerous social, cultural and technological challenges. Notwithstanding this, the insertion of didactic resources capable of fostering favorable learning situations is of great relevance. In this study, the current teaching of chemistry was analyzed...
| Autor principal: | Almeida, Milene Graciele de |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/13250 |
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| Resumo: |
The teaching activity in the present time presents numerous social, cultural and technological challenges. Notwithstanding this, the insertion of didactic resources capable of fostering favorable learning situations is of great relevance. In this study, the current teaching of chemistry was analyzed and, in search of innovation, a holographic structure was developed for use as a didactic resource in the atomicity content approach, aiming to contribute to students' comprehension about this content in the first series of the high school. The evaluation considered two scenarios: before and after the implementation of the resource, through the application of two questionnaires. For the construction of the hologram structure were used a glass pyramid structure, a flat-screen television and edited videos containing the origin of the atom since the Big Bang. It was found that prior to the resource, the students' understanding was restricted only to in-frame examples and books in the classroom, and they had not had contact with the subject through the use of 3D technology. After applying the content with the use of the didactic holographic resource, it can be verified that, although the technology, present among the young, when used for teaching has not yet fully accepted by them. Some were confused as to 3D technology eventually confusing it with 2D used in PowerPoint slides, however others liked very much and came to the understanding of the content atomicity that was transposed to them. When analyzing the students' understanding after the application of the resource, it was observed that there was the understanding of the atom by most of the students, as well as the sense of the presence of the same in the day to day. The enthusiasm and involvement of the students in relation to the didactic hologram resource was verified, allowing to consider that the introduction of technology in education can present very favorable aspects for the approach of abstract themes and that need visual resources as a theoretical approach. It is known that the insertion of differentiated resources is still time consuming due to custom, traditionalism, and other issues that particularly afflict the public school, but little by little the objective of positive innovation in teaching is achieved. |
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