Construção e emprego de um protótipo funcional para ensino e aprendizagem em química: a importância das concepções prévias dos estudantes
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Data
2020-03-04
Autores
Silva, Ricardo Augusto Manhani
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa e seu produto técnico foram desenvolvidos com foco nas concepções prévias dos estudantes, visando oportunizar uma Unidade Didática como recurso didático, que possa ser utilizado pelo professor e pelo aluno do Ensino Médio no ensino de Química. A Unidade Didática contempla 14 sequências de atividades que foram elaboradas e aplicadas com o apoio de um roteiro de construção de um protótipo funcional de Estação de Tratamento de Água - ETA. Os sujeitos da pesquisa foram alunos da 2ª série do Ensino Médio de uma unidade escolar da rede estadual de ensino, situada na cidade de Guaiçara, interior de São Paulo. Com base nas pesquisas de LÜDKE e ANDRÉ, escolhemos a metodologia qualitativa, utilizando como ferramenta de pesquisa os questionários para coleta de dados, a observação do espaço amostral, antes e durante a aplicação da UD, e do estudo documental e bibliográfico desenvolvido durante toda a pesquisa. As sequências de atividades foram elaboradas e aplicadas, com foco nas competências e habilidades do 1º bimestre, por meio dos quais foi possível desenvolver os conteúdos atitudinais, procedimentais e conceituais presentes nos temas abordados. Os resultados obtidos demonstraram que o ensino de Química apesar de suas especificidades e complexidades, pode ser desenvolvido de maneira satisfatória, desde que as concepções espontâneas dos alunos sejam também utilizadas como objeto de estudo, que direcionam e contribuem na construção de novos caminhos para ensinar e aprender, oportunizando ao aluno a apropriação do conhecimento científico relacionando-o ao seu cotidiano. Com base nos questionamentos que a pesquisa desenvolveu, observamos que é possível que o aluno aprenda os conceitos e as habilidades cognitivas, presentes no ensino dos conteúdos de Química, mediante a utilização de um protótipo funcional de uma ETA. Uma vez que a participação ativa do aluno no processo de ensino e aprendizagem, o coloca como construtor do próprio saber, trazendo para si um maior significado em sua aprendizagem.
This research and its technical product were developed with a focus in the student’s previous conceptions, aiming to opportunize a Teaching Unit as a didactic resource, which can be used by the teacher and the high school student in Chemistry discipline. The Teaching Unit encompasses 14 sequences of activities that were elaborated and applied in based on a guideline for building a functional prototype of a Water Treatment Station. The subjects of the research were high school second year students of a state school, located in Guaiçara, countryside of São Paulo. Based on LÜDKE and ANDRÉ's researches, we chose the qualitative methodology, using as research tool the questionnaires for data collection, the observation of the sample space, before and during the application of the Teaching Unit, and of the documentary and bibliographical study developed throughout the research. The sequences of activities were elaborated and applied by focusing on the competences and skills of the first bimester, from which it was possible to develop the attitudinal, procedural and conceptual contents present in the covered topics. The results obtained showed that the teaching of chemistry, despite its specificities and complexities, can be developed in a satisfactory way, provide that the students spontaneous conceptions also be used as study objective, in order to directing and contributing to the construction of new ways to teach and to learn, giving the students the opportunity to appropriate scientific knowledge, relating it to their daily context. Based on the questions that the research has developed, we can note that it is possible for the student to learn the concepts and acquire cognitive skills, present in the teaching of Chemistry by means of functional prototypes of a Water Treatment Station. Once the student active participation in the teaching and learning process, makes him the own knowledge constructor and gives a greater meaning in his learning
This research and its technical product were developed with a focus in the student’s previous conceptions, aiming to opportunize a Teaching Unit as a didactic resource, which can be used by the teacher and the high school student in Chemistry discipline. The Teaching Unit encompasses 14 sequences of activities that were elaborated and applied in based on a guideline for building a functional prototype of a Water Treatment Station. The subjects of the research were high school second year students of a state school, located in Guaiçara, countryside of São Paulo. Based on LÜDKE and ANDRÉ's researches, we chose the qualitative methodology, using as research tool the questionnaires for data collection, the observation of the sample space, before and during the application of the Teaching Unit, and of the documentary and bibliographical study developed throughout the research. The sequences of activities were elaborated and applied by focusing on the competences and skills of the first bimester, from which it was possible to develop the attitudinal, procedural and conceptual contents present in the covered topics. The results obtained showed that the teaching of chemistry, despite its specificities and complexities, can be developed in a satisfactory way, provide that the students spontaneous conceptions also be used as study objective, in order to directing and contributing to the construction of new ways to teach and to learn, giving the students the opportunity to appropriate scientific knowledge, relating it to their daily context. Based on the questions that the research has developed, we can note that it is possible for the student to learn the concepts and acquire cognitive skills, present in the teaching of Chemistry by means of functional prototypes of a Water Treatment Station. Once the student active participation in the teaching and learning process, makes him the own knowledge constructor and gives a greater meaning in his learning
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Palavras-chave
Sequência didática, Maquete, Materiais didáticos concretos, Following teaching, Model, Concrete teaching materials