A radioatividade no ensino médio na perspectiva da pedagogia histórico-crítica: o ensino de química em foco
Whereas Chemistry a discipline that is extremely important with the scientific environment, it is important to know its importance with respect to the development of human knowledge, which is mutually driven by the rationality and knowledge of the student's own world. Thus, our objective was el...
| Autor principal: | Ferreira, Rafael Rocha |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/24079 |
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| Resumo: |
Whereas Chemistry a discipline that is extremely important with the scientific environment, it is important to know its importance with respect to the development of human knowledge, which is mutually driven by the rationality and knowledge of the student's own world. Thus, our objective was elaborated, to develop and to evaluate a didactic-pedagogical material for the Teaching of the “Radioactivity” Content in the High School Chemistry discipline, based on the scientific discussions of the subject and the theoretical-experimental activities. A qualitative research intervention study was conducted with 30 students from a second-grade class in the morning High School at Princesa Isabel State High School, a public institution belonging to the Núcleo Regional de Campo Mourão, in the city of Araruna, in the state of Paraná. Data collection was performed using questionnaires and assessments made by students in the room, as well as oral discussions, through the transcription of audio recordings. Data analysis was performed through the technique of category construction and data triangulation, using as theoretical reference to base the research the historical-critical pedagogy. From this point was also elaborated the unit plan, starting the contents with the application of an Initial Questionnaire, which aims to diagnose the previous knowledge of the students. In a second moment, parties for a stage of articulation of theoretical and experimental activities, in order to contemplate the contents that refer to what is being analyzed. From the data analysis, that is, all the written part and the students' discussions at the moment of the intervention, it is possible to understand how the students appropriated the knowledge, since they were able to associate radioactivity with their everyday knowledge, reaching a level broader knowledge and interest in the content. |
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