Sequência didática investigativa com o uso das TDIC uma proposta para aulas de química no ensino médio
Ir para navegação
Ir para pesquisar
Título principal
Sequência didática investigativa com o uso das TDIC [recurso eletrônico] : uma proposta para aulas de química no ensino médio / Thamires da Costa Duarte ; orientador, Juarez Bento da Silva ; coorientadora, Simone Meister Sommer Bilessimo
Data de publicação
2024
Descrição física
140 p. : il.
Nota
Disponível somente em versão on-line.
Dissertação (mestrado) – Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Tecnologias da Informação e Comunicação, Araranguá, 2024.
Inclui referências.
Sequência didática investigativa com o uso das TDIC [recurso eletrônico] : uma proposta para aulas de química no ensino médio / Thamires da Costa Duarte ; orientador, Juarez Bento da Silva ; coorientadora, Simone Meister Sommer Bilessimo
Data de publicação
2024
Descrição física
140 p. : il.
Nota
Disponível somente em versão on-line.
Dissertação (mestrado) – Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Tecnologias da Informação e Comunicação, Araranguá, 2024.
Inclui referências.
Assunto
Tecnologias da informações e comunicação
Tecnologias digitais
Química
Ensino médio
Responsabilidade
Duarte, Thamires da Costa
Silva, Juarez Bento da
Bilessimo, Sinome Meister Sommer
Universidade Federal de Santa Catarina. Programa de Pós-Graduação em Tecnologias da Informação e Comunicação
Idioma
Português
Tecnologias da informações e comunicação
Tecnologias digitais
Química
Ensino médio
Responsabilidade
Duarte, Thamires da Costa
Silva, Juarez Bento da
Bilessimo, Sinome Meister Sommer
Universidade Federal de Santa Catarina. Programa de Pós-Graduação em Tecnologias da Informação e Comunicação
Idioma
Português
Abstract: The advancement of technologies in various fields has provided ease in people's lives. In the educational context, the internet stands out as an invaluable tool, demonstrating its positive impact on the teaching and learning process today. With the growing demand for digital resources and tools, the use of Digital Information and Communication Technologies (DICT) has gained greater adherence in schools. In this context, teachers find themselves needing to integrate new technologies as support in the teaching and learning processes.The subject of Chemistry is often seen as an abstract science and difficult to understand, with a lack of contextualization, methods that favor memorization, and passive student participation. To overcome the challenges associated with the construction of learning, teachers face increasing demands to incorporate more dynamic and contextualized methodologies in their classes. One strategy to break away from traditional teaching methods and incorporate technologies in the classroom is the use of simulators. Interactive simulators emerge as a valuable tool to facilitate the understanding of theoretical concepts, providing support in the visualization and interpretation of molecules, compound structures, and chemical reactions. Based on contextualization and problematization, the following research questions were formulated: how can the process of teaching Chemistry in high school be strengthened through the use of DICT? And what advantages do interactive simulations offer for teaching Chemistry in high school? Aiming at the integration of DICT in teaching, this study had the general objective of investigating the effectiveness of using Investigative Didactic Sequences, supported by the use of interactive simulators, in the understanding of Chemistry content by first-year high school students in a public school. The pilot test was applied in a public school class in the municipality of Criciúma-SC. According to the characterization of the research, from the perspective of its objectives, it was classified as descriptive exploratory. Regarding the method, a case study with a qualitative approach was used, and the research design was non-experimental phenomenological. Data collection was conducted through two questionnaires, one called "student satisfaction" and the other "TPACK." After the application of the IDS and data collection, the data were tabulated, interpreted, and compared with other studies for discussion. The results obtained show that students find it easy to handle digital technologies. The simulator used was considered intuitive and relevant to the subject, contributing to the learning of balancing chemical equations. It was also proven that the use of digital technologies improves the performance of in-person and lecture-based chemistry classes. For future work, it is recommended to test the application of new digital tools in teaching Chemistry, taking into account the continuous development of new technologies.