A experimentação no ensino de química: reflexões a partir dos trabalhos do ENEQ
This monograph addresses the theme of experimentation in teaching chemistry. We started with the following questioning: how is experimentation in high school chemistry debated at the National Meeting of Chemistry Education (ENEQ) in the period from 2012 to 2018?. Included in this study were th...
| Autor principal: | Barros, Dorvanei Maciel |
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| Grau: | Trabalho de Conclusão de Curso |
| Idioma: | por |
| Publicado em: |
Brasil
2024
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.ifam.edu.br/jspui/handle/4321/1541 |
| Resumo: |
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This monograph addresses the theme of experimentation in teaching chemistry.
We started with the following questioning: how is experimentation in high school
chemistry debated at the National Meeting of Chemistry Education (ENEQ) in
the period from 2012 to 2018?. Included in this study were theoretical
discussions and dialogues on experimentation in teaching subsidized by
Chassot (2003), Trevisan (2008) and Maldaner (2003). The general objective
was to analyze the studies related to experimentation in high school chemistry.
To achieve this general objective, we discussed the way experimentation is
worked on in high school chemistry and analyze how experimentation is
discussed in the articles published in the thematic axis Experimentation in
Teaching in ENEQs from 2012 to 2018. The corpus The study was composed
of the minutes of the ENEQs as documents forged by researchers, professors
and scholars in the field of chemistry education. In the analysis within the
theme, it was found that of the 106 selected works, 27% contemplated the
approach of experimentation by demonstration, 21% by verification and 52% by
investigation. The study requires continuing investigation of experimentation in
teaching chemistry to understand the effectiveness of each experimentation
approach in the high school context. |