http://bdtd.uftm.edu.br/handle/tede/874 2026-04-16T21:40:38Z 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 http://bdtd.uftm.edu.br/handle/123456789/1920 Título: Abram-se as cortinas: o teatro como recurso pedagógico no ensino de Química Abstract: The teaching of chemistry faces challenges that go beyond content mastery, as it involves human interactions and the school context. To bridge the gap between scientific knowledge and everyday life, this study utilized theater as a pedagogical tool in chemistry education. A theatrical performance was applied in a public school in Valparaíso de Goiás, aiming to explore scientific concepts in a playful manner and promote greater student engagement. The play focused on the history of chemical bonding, presenting concepts through a narrative and interactive approach. The methodology followed the principles of Case Study, involving observations, initial and final evaluation questionnaires, and practical activities related to the play‘s theme. The target audience consisted of 32 high school senior students. The results showed that theater was well-received, facilitating the understanding of complex concepts and fostering a more meaningful connection between chemistry content and students‘ daily lives. It is concluded that theater has great potential as a pedagogical resource in chemistry education, making learning more engaging and effective. Tipo: Dissertação 2024-12-12T00:00:00Z http://bdtd.uftm.edu.br/handle/123456789/1919 Título: Experimentação com viés investigativo para o ensino de cinética química Abstract: The teaching of chemistry still values calculations and the memorization of mathematical formulas and nomenclatures of compounds, which causes a high level of rejection of Chemistry by high school students and has a negative impact on the teaching-learning process. Experimentation can contribute to making Chemistry more interesting and attractive to students and result in effective learning as long as experiments that require the active participation of students are proposed. This goal can be achieved by using an investigative experimentation approach, in which the teacher acts as a mediator of the process. Unlike traditional experiments, in investigative experimentation the student has the possibility to analyze problem situations, collect data, elaborate and test hypotheses, argue and discuss with colleagues. Chemical kinetics enables the experimental evaluation of the influence of certain factors on the speed of chemical reactions and therefore it is a content that enables an approach based on investigative experimentation. This work proposes to evaluate the use of investigative experimentation to approach chemical kinetics in high school through two carbon dioxide detachment reactions: the reaction between sodium bicarbonate and vinegar and the thermal decomposition of sodium bicarbonate. The research showed that experimentation is capable of motivating students to participate in the activity attentively and by taking detailed notes. In the diagnostic evaluation, the students presented inadequate scientific vocabulary, but were able to report the experimental observations satisfactorily. The teacher played a crucial role in directing the experiment and presenting the content after the practice. This work provided the elaboration of a didactic sequence that can be used by teachers of Basic Education in the approach of the content of chemical kinetics to students. Tipo: Dissertação 2024-08-29T00:00:00Z