Wilmo Ernesto Francisco Junior

Produção textual em diferentes gêneros: um caso na formação de professores de química

A presente pesquisa relata atividade de leitura conduzida com licenciandos em Quimica de uma universidade federal. A leitura, conduzida em periodo extraclasse, foi acompanhada da producao de textos (em grupos de no maximo tres pessoas) que deveriam corresponder a quatro generos distintos: carta, poesia, historia em quadrinhos e artigo de opiniao. As producoes textuais apresentaram qualidades diversificadas, como criatividade e emprego de variados recursos linguisticos. Historias em quadrinhos e poesias, talvez por serem generos artisticos, possibilitaram maior liberdade de criacao. Ja as cartas e os artigos de opiniao foram compostos de maior diversidade de tipos textuais. Nao foram observadas copias literais da obra lida, indicando que a escrita de um texto em genero diferente daquele lido permite o afloramento de caracteristicas da leitura critica, como a criacao de um texto proprio e a recriacao de sentidos.

Traditional Knowledge as a Tool for Discussing History and Philosophy of Science in Teacher Education

Increasingly, issues with to multiculturalism have crossed into science classrooms. In this way, traditional knowledge has been pointed out as a pathway towards placing value on the culture of distinct social groups and thus addressing sociocultural dimensions of science. Taking this into account, this study proposed an approach for inserting historical, philosophical and sociocultural themes from traditional knowledge. This proposal was developed among chemistry students and it was characterized as a small research project. The students needed to identify traditional knowledge relating to chemistry in their community and to gather data on it. The students’ reports showed characteristics of scientific literacy, specially related to sociocultural dimension of the science.

Digital Videos of Experiments Produced by Students: Learning Possibilities

Currently, digital technologies arise as additional tools for the inclusion of practical activities, intertwining lab work, audiovisual language, and chemical language. In this sense, this chapter describes some of the contributions of video production to chemistry teaching, based on the evaluation of videos produced by students and their opinions about the production process. This study involved 31 students enrolled in a general chemistry course from a Brazilian Federal University. Video analysis was in agreement with the questionnaire results, and both demonstrated students’ engagement. Feelings of autonomy and competence seem to be strongly connected to such engagement. The videos demonstrated a flexible filmic structure containing different cultural and aesthetic elements. Despite the positive acceptance of the activity and its contribution to engagement, most of the videos included scanty conceptual explanations on the experiments, with phenomenological descriptions prevailing over the establishment of an adequate correlation with changes at the atomic-molecular level. Nevertheless, this represents one of the advantages of this strategy because it creates learning opportunities, particularly involving discussions on misconceptions from the standpoint of chemistry. Thus, it is possible to connect the initial engagement in promoting reflections that can continue over a long time.

Considerações acerca da leitura em livros didáticos de química: uma análise a partir de textos complementares

Abstract Te use of different textual genres has been seen as fundamental in the formation of flexible readers. In this sense, textbooks with a didactic character have an important role once that it is allowed introducing other textual genres as complementary texts. In Brazil, they are called “complementary texts” as those whose format is different from that of the original text (with different type and size of fonts, written in boxes, or sections enhanced). Te present work investigates some aspects presented by texts of this type in chemistry textbooks, such as its number, sources and activities proposed. Te number of texts is a positive aspect in most of the textbooks. However, a wider range of textual genres and of texts sources, as well as reading strategies that take into account interactive and socio-cognitive role of reading, would be important to increase the quality of pedagogical actions taken from these texts.

Ensino de métodos anticorrosivos: experimentaçao com uso de problemas abertos

Abstract Corrosion is a process that can bring direct or indirectly countless prejudice to society. However, there are some forms to avoid or if nothing else to decrease corrosion effects. In doing so, this article proposes a trial based on solving problems through an investigative case of level two (Tamir, 1991), enabling to explore different methods aimed at minimizing the corrosive processes. Some basic principles of anticorrosion methods are discussed in order to guide the teacher to conduct pre and post lab activities from the proposed problem.

ANALOGIAS EM LIVROS DE QUÍMICA GERAL DESTINADOS AO ENSINO SUPERIOR

Apesar da comum utilizacao das analogias em livros de ciencias em geral, estudos envolvendo essa presenca em livros de Ensino Superior nao sao usuais. Nesse sentido, o presente artigo apresenta um estudo sobre as analogias encontradas nos livros de Quimica Geral voltados ao Ensino Superior, na tentativa de fazer um paralelo com estudos cujas analises se deram para livros de nivel medio. Apos a leitura integral das obras, identificou-se 212 analogias, as quais foram classificadas conforme sistema de categorias adaptado de outros estudos. Foi observada maior presenca de analogias nas obras do ensino superior, diferencas no tipo de relacao analogica e menor presenca de analogias ilustrativas. Tambem foram discutidos apontamentos sobre um uso mais adequado de algumas das analogias, assim como sobre o papel do professor.