Plantas medicinais e óleos essenciais: uma sequência didática para o tema funções orgânicas no ensino médio
Improving the reality of teaching chemistry in basic education is an ongoing challenge. Therefore, the proposition of teaching strategies that allow effective learning and its integration with the subjects, lives should be encouraged. This research aimed to propose a didactic sequence as a methodolo...
| Autor principal: | Ledur, Solangela Menegol |
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| Formato: | Dissertação |
| 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/1/26210 |
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| Resumo: |
Improving the reality of teaching chemistry in basic education is an ongoing challenge. Therefore, the proposition of teaching strategies that allow effective learning and its integration with the subjects, lives should be encouraged. This research aimed to propose a didactic sequence as a methodological resource using the theme of medicinal plants and essential oils to support the understanding and contextualization of the content of organic functions in high school. The didactic sequence produced was composed of five units comprising diversified activities following the methodological assumptions of Zabala (1998). For the evaluation of the material produced, it was made available to teachers at the Regional Center of Foz do Iguaçu-PR accompanied by a structured questionnaire with objective and dissertation questions. The evaluation of the essay responses used the content analysis of Bardin (1977). In the light of the educational product obtained and of studies involving didactic sequences, it can be considered that the implementation of pedagogical proposals, whose methodologies place students as agents in the learning process and consider different perspectives related to teaching objects, in this case medicinal plants and essential oils they are healthy and provide learning conditions reinforced by the meaning and daily proximity of the theme. The results of this study indicate that the elaboration and development of didactic sequences give the teacher the perspective of becoming a researcher of his own practice, since he plays the role of articulator, organizer, encourager and mediator in making the classroom, at the same time. time that puts the student at the center of the teaching and learning process. |
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