A proposal for the study of Physicochemical in Higher Education from a teaching resource
DOI:
https://doi.org/10.33448/rsd-v9i8.6591Keywords:
Educational product; Chemistry teaching; Graduation in pharmacy; Teaching.Abstract
The present work aims to present the results of the application of a teaching strategy used to develop the formal contents provided for in the PhysicoChemical course. The activity was carried out with twelve students from a second semester class of the Pharmacy course at a Higher Education Institution in the Central Region of the state of Rio Grande do Sul. Through a didactic sequence, it was possible to explore some basic concepts of PhysicoChemical. A didactic sequence was developed with four stages developed over a semester, which sought to reflect and study in a dynamic and alternative way formal contents such as measurement units; physical and chemical phenomena; study of gases; chemical balance and factors that influence it; chemical kinetics and dispersed systems. For this purpose, a didactic resource was elaborated that enabled the interaction of students with the object of study and the development of skills and competences. It was found that in addition to providing teamwork and the sharing of different knowledge, the possibility of interaction with the object of study provides students with the ability to build knowledge from previous ideas, complexify them and apply them in different contexts. The educator enables the development of activities that privilege a learning process that increasingly requires the condition of a participatory subject, involved, motivated and active in the deconstruction and reconstruction of knowledge.
References
Almeida, R. (2019). Proposta pedagógica do plano de ensino de Geometria. Recuperado de: https://educapes.capes.gov.br/bitstream/capes/554171/2/Produto%20Educacional-PPGEEB.pdf
Belo, T.N., Leite, L.B.P. & Meotti, P.R.M. (2019). As dificuldades de aprendizagem de Química: um estudo feito com estudantes da Universidade Federal do Amazonas. Revista Scientia Naturalis, 1(3), p. 1-9.
Brasil. (2014). Conselho Federal de Farmácia. Código de Ética da Profissão Farmacêutica. Resolução Nº 596, de 21 de fevereiro de 2014. Recuperado de: http://www.cff.org.br/userfiles/file/C%C3%B3digo%20de%20Etica%2003fev2014.pdf
Cerqueira, J. B. & Ferreira, M. A. (2000). Os recursos didáticos na educação especial. Revista Benjamin Constant, 15(1), p. 1-6.
Dolz, J., Noverraz, M., & Schneuwly, B. (2004). Sequências didáticas para o oral e para o escrito: apresentação de um procedimento. In: Schneuwly, B., & Dolz, J. Gêneros orais e escritos na escola. p. 95-128. Campinas, SP: Mercado de Letras.
Freire, P. (2011). Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra.
Lucca, R. (2008). Sem Decoreba: A didática contemporânea enterrou as aulas automatas nas escolas e hoje ensina os estudantes a pensar e a desenvolver o senso crítico. Recuperado de: http//planetasustentável.abril.com.br/noticia/educação/conteúdo/301886.shtml>
Mortimer, E. F, & Machado, A. H. (1997). Múltiplos olhares sobre um episódio de ensino: “Porque o gelo flutua na água?”. In: Anais do 1º Encontro sobre a Teoria e Pesquisa em Ensino de Ciências: Linguagem, Cultura e Cognição. p. 139-162. Belo Horizonte: Universidade Federal de Minas Gerais.
Mendonça, A. (2014). Teoria do Alinhamento Construtivo: fundamentos e aplicações. Recuperado de: https://www.academia.edu/17729627/Teoria_do_Alinhamento_Construtivo_-_Fundamentos_e_Aplica%C3%A7%C3%B5es_Andr%C3%A9a_Mendon%C3%A7a>.
Pereira, A. S., et al (2018). Methodology of cientific research. [e-Book]. Santa Maria City. UAB / NTE / UFSM Editors. Recuperado de: https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia-Pesquisa-Cientifica.pdf?sequence=1.
Pilla, L. (2006). Físico-Química I, termodinâmica química e equilíbrio químico. Porto Alegre: Editora da UFRGS.
Priess, E. Y. (2012). Didática no Ensino Superior. Joinville: Sociesc.
Quadros, A. L. (2016). A atuação de professores de Ensino Superior: Investigando dois professores bem avaliados pelos estudantes. Revista Química Nova, 39(5), p. 634 -640.
Schnetzler, R.P. (2002). A pesquisa em Ensino de Química no Brasil: Conquistas e Perspectivas. Revista Química Nova, 25(1), p. 14-24.
Souza, S. E. (2007). O uso de recursos didáticos no ensino escolar. In: Anais do 1º Encontro de Pesquisa em Educação. p. 4-11. Maringá: Universidade Estadual de Maringá.
Trivelato, S. L. F., & Oliveira, O. B. (2006). Prática docente: o que pensam os professores de ciências biológicas em formação. Revista Teias, 7(1), p. 1-11.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Sandra Cadore Peixoto, Gabriel de Oliveira Soares, Andressa Franco Vargas, Denise Kriedte da Costa
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
