Luiz Henrique Ferreira

O espaço da prática de ensino e do estágio curricular nos cursos de formação de professores de química das ies públicas paulistas

The literature presents a new understanding of the teaching practice and the supervised internship.Mutual interaction between them is expected one providing subsidies to the other.The present article shows the conceptions prevailing at the Sao Paulo state universities regarding these activities.Students,when interviewed, report difficulties in dealing with classroom situations. It is possible to observe that chemists wish to prepare new chemists deviating from the objectives of a Chemistry course leading to teaching credentials .

A FORMAÇÃO INICIAL EM QUÍMICA BASEADA EM CONCEITOS REPRESENTADOS POR MEIO DE MODELOS MENTAIS

The current legislation determines that the chemist must have a solid comprehension about chemical concepts. Literature presents the concept of mental model, which is determinant to the learning of phenomena and concepts. This paper presents some mental models that students of the Chemistry course at UFSCar have about chemical concepts. A lot of incoherence was observed in students mental models, which is an evidence that there are problems in the learning of chemistry education.

Concepções estereotipadas sobre o aquecimento global em livros didáticos de química

O periodo atual e marcado por um amplo acesso a informacoes, porem o conteudo destas e questionavel tendo em vista a superficialidade e o exagero emocional que as caracterizam. Neste artigo visa-se avaliar o carater sensacionalista dos livros didaticos aprovados pelo PNLEM 2008 e PNLD 2012 em relacao ao tema efeito estufa. Os resultados sugerem que o tom catastrofico esta presente tanto na forma textual quanto imagetica colaborando para que seja tenue a linha entre a noticia sensacionalista proposital e aquela advinda do desconhecimento. Essa abordagem realizada pelos livros didaticos caminha na contramao da LDB e dos PCNs, pois ao omitir o carater controverso apresentando uma visao unica usurpa do aluno a oportunidade de desenvolver seu pensamento critico, o que poderia ser favorecido atraves dos principios basicos da filosofia cientifica fundamentando o significado de ciencia ao enfatizar a impossibilidade de chegar a uma verdade absoluta.

Planejamento fatorial sob uma perspectiva investigativa com base na teoria de falseamento de Karl R. Popper

A aprendizagem e a motivacao na sala de aula podem ser fortalecidas pela insercao de atividades experimentais pautadas na participacao do aluno como agente ativo. Para isso, embora o objetivo nao seja o mesmo da ciencia, nao se deve abrir mao dos pressupostos teoricos minimos, tanto da teoria quanto dos procedimentos e dos instrumentos de coleta de dados. Uma possibilidade para verificar a adequabilidade da atividade e atraves de ferramentas estatisticas como o planejamento fatorial de forma concomitante com a teoria de falseamento de Popper. Quando ambas as teorias sao usadas juntas e possivel explorar o potencial para testar nao apenas o experimento como um todo, mas os proprios instrumentos de coleta de dados. Assim, neste trabalho os instrumentos de coleta de dados de um experimento da literatura nacional foi submetido a analise fatorial resultando em evidencias da sua inadequabilidade.

Desenvolvimento de experimento didático de eletrogravimetria de baixo custo utilizando princípios da Química Verde

In this paper, we describe the development of low-cost teaching experiments of electrogravimetry for undergraduate students using principles of green chemistry. Copper was electrochemically deposited on brass under an electrical current density of 50 mA cm−2 from acidic solutions containing nitrate anions. Color changes at the brass electrode and of the solution were observed, indicating that the reduction of copper ions had occurred. The deposition efficiency values were between 92.8% and 93.8%, and the electrochemical efficiency values were between 85.6% and 86.5%. There was no significant contribution from parallel reactions. These experimental conditions facilitated the didactic exploration of gravimetric and electrochemical concepts. Following the principles of green chemistry, the experiments produced no toxic substances, all the materials could be recycled, and the energy consumption was the lowest. For this reason, this experiment was considered to be very interesting for didactical purposes.

Análise do tratamento de conceitos químicos em coleções das séries iniciais

DOI: http://dx.doi.org/10.14244/19827199791 Although the Chemistry discipline integrates the education curriculum only at high school level, it is possible to refer to this science in the early years of schooling. Furthermore, despite the fact that research production focusing on natural sciences for the initial grades has grown, still only few studies on the subject can be found. The purpose of this article was to survey basic concepts for the study of chemistry treated in science textbooks from 1st to 4th grades in elementary school, approved by the National Program of Textbooks - PNLD/2007. Textbook collections were analyzed with respect to conceptual sequence according to the Theory of Meaningful Learning. Deficiencies were identified in conceptual sequence and in the definition of concepts, when some of them are discussed posteriorly to their subsumers. However, several examples of adequate definition and treatment of these contents were collected. We expect to elucidate how the basic contents for the study of chemistry should be treated in the early grades. Specially when establishing the first contact of students with a scientific concept or field of knowledge, it is important to perform the evolution of concepts very carefully. The low concern given to the sequential treatment of concepts can lead to formation of (or reinforcement) misconceptions that may hinder the learning of later contents, when these students join high school. Keywords: Textbook, Elementary school, Chemistry.