http://bdtd.uftm.edu.br/handle/tede/874 2026-09-20T16:12:26Z http://bdtd.uftm.edu.br/handle/123456789/2110 Título: Descarte de produtos farmacêuticos de uso cotidiano e o ensino de solubilidade Abstract: This study aimed to develop and implement a Didactic Sequence (DS) focused on diversified and contextualized activities related to the theme of everyday pharmaceutical products, with an emphasis on teaching the concept of solubility. The research, with a qualitative and quantitative approach, was carried out with 30 second-year high school students from a public school located in the city of Valparaíso de Goiás (GO), during the second academic semester. The DS, as an educational product, was based on the TPM methodology, associated with the thematic approach and the dialogical-problematizing perspective. In the first pedagogical moment (1PM), a diagnostic questionnaire with four questions was applied to identify students' prior knowledge regarding the disposal of pharmaceutical products. Two videos addressing the topic were also shown, emphasizing the environmental consequences of improper disposal. In the first two lessons of the second pedagogical moment (2PM), the teacher-researcher presented concepts such as solubility, polarity, intermolecular interactions, types of mixtures, solutions, and the classification of organic and inorganic compounds, using slides in an expository class. In the third lesson, an experiment was carried out using pharmaceutical products familiar to students, aiming at a practical understanding of solubility in different solvents.In the third pedagogical moment (3PM), an educational game was used as an assessment tool, along with a questionnaire to evaluate students’ perceptions regarding the application of the DS and the use of the game as a didactic resource. The data revealed student engagement, active participation, and an increased mastery of the subject matter, with improved articulation between theory and practice. The pedagogical proposal also promoted meaningful reflections on the improper disposal of pharmaceutical products and their implications, leading to the understanding of the concept of solubility, as environmental contamination often occurs through the solubilization of these substances. The DS structured around the TPM, along with the activities and didactic materials developed (game, cards, and questionnaires), proved to be effective in facilitating the Chemistry teaching and learning process, particularly regarding the topic of solubility. Tipo: Dissertação 2025-07-20T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2109 Título: Ensino investigativo de Química com arduíno: abordagem da conversão de gases em catalisadores automotivos Abstract: This study presents the results of an investigation in the teaching of Chemistry, developed and anchored in the objects of knowledge related to the conversions of gases that occur in automotive catalysts and that are contemplated by the study of chemical kinetics. Among its fundamentals, the principles of investigative activities that are employed in Problem-Based Learning (PBL) stood out in a perspective that included, for this foundation, the Theory of Meaningful Learning (TML). The study also had a CTSA approach, based on the mediation of learning, proposed by Vygotsky. The research presented a mechanism for monitoring the gases related to the catalysts and at the same time analyzed the impacts on student learning. To this end, it included practical activities with emphasis on the use of Arduino — a hardware and software platform that enabled experiments aimed at analyzing gas emissions in combustion engine exhaust systems. The results showed that the integration between PBL and CTSA, combined with the use of technological tools, such as Arduino in the mediation of learning, enabled the consolidation of knowledge that was qualified according to the understanding of concepts appropriated by the target audience. Therefore, the good evaluation result demonstrated that the strategy is promising for the teaching of Chemistry, filling possible existing gaps. However, it is important to point to the need for new evaluative studies, using the methodology adopted in different learning contexts, to assess its effectiveness in science education. Tipo: Dissertação 2026-02-09T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/2072 Título: Ensino e aprendizagem de isomeria óptica com uso de polarímetro alternativo na perspectiva da experimentação investigativa Abstract: The teaching of optical isomerism presents significant challenges, particularly due to the conceptual complexity of chirality and optical rotation, compounded by the lack of accessible teaching resources that support practical activities. The absence of su ch resources in schools highlights the need for innovative approaches capable of making learning more effective and contextualized. In this context, this study investigated the role of investigative experimentation in teaching optical isomerism in a techni cal Chemistry course, through the construction and implementation of an alternative polarimeter made from low-cost materials. The objectives included evaluating the pedagogical potential of this approach, contextualizing the content through inquirybased learning, developing and applying a didactic sequence, and using the alternative polarimeter as a teaching tool. This applied, exploratory, and investigative research was conducted with 15 students from the second module of a technical Chemistry course at a public school in Ituverava, São Paulo. The methodology involved implementing a didactic sequence composed of theoretical and experimental activities carried out in both classroom and laboratory settings. Data collection and analysis combined qualitative and quantitative methods to assess learning progress. The construction and use of the alternative polarimeter enabled students to observe, in a practical manner, the effects of optical rotation in chiral substances, enhancing their understanding of optical isomerism and polarimetry. The analysis of questionnaires applied throughout the sequence indicated positive learning outcomes. Questionnaire 3 showed an increase in correct responses compared to Questionnaire 2. In identifying the type of isomerism, the accuracy rate rose from 47% to 87%, and in differentiating spatial isomers using the polarimeter, the rate improved from 53% to 87%. Students were able to experimentally interpret the relationship between solution concentration and rotation angle, which followed a linear model with correlation coefficients (R²) ranging from 0.9929 to 0.9945. The average specific rotation obtained was +65 ± 4.3 degrees, with a relative error of -1.5% compared to the theoretical value, confirming the reliability of the data. The graphs constructed by the students reinforced their understanding of the mathematical relationship between experimental variables and fundamental concepts of optical isomerism. Student reports indicated that experimentation with the alternative polarimeter fostered greater engagement between theoretical and practical activities. The interpretation of experimental data, observation of optical rotation, and graph construction were identified as essential elements of the learning process. The results demonstrated that investigative experimentation stimulated scientific reasoning, contributing to more active learning. The adopted strategy proved effective in integrating theory and practice, highlighting the potential of the alternative polarimeter as an accessible and functional didactic resource for teaching optical isomerism in school contexts with limited infrastructure. Tipo: Dissertação 2025-06-23T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/1923 Título: Atividade lúdica como recurso didático para o ensino de radioatividade Abstract: Radioactivity is an intriguing and complex topic for many students due to the difficulty in understanding its concepts, making the development of educational resources essential to make the learning process more effective and enjoyable. This work presents the creation and validation of an educational game called Radiogame. It also presents the results obtained from a study involving the use of this game in two first-year high school classes, one from a private school and the other from a public school, both located in the city of Catalão, in the state of Goiás. The research consisted of three stages: pre-teaching, teaching, and post-teaching. Questionnaires administered in the first and third stages allowed for a comprehensive evaluation of the game's educational, content-related, and playful aspects. The results showed significant differences between those obtained in the private and public schools, with the former demonstrating a greater general knowledge about the topic before the activity and greater maturity in evaluating and suggesting modifications to the game, and the latter showing a preference for assessments through games. The results obtained were highly satisfactory, establishing Radiogame as a promising and accessible tool to assist in the understanding of concepts related to radioactivity. Tipo: Dissertação 2024-07-12T00:00:00Z