We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
UMA PROPOSTA METODOLÓGICA PARA O ENSINO DOS CONTEÚDOS DE QUÍMICA, PARA A 1<sup>a</sup> SÉRIE DO ENSINO MÉDIO, INTERVENÇÃO NA ESCOLA ESTADUAL AUGUSTO DOS ANJOS DE MACAPÁ-AP.
- Authors
Alves Lobato, Adriele; Pinon Nery, Tatielly Valadares; Prata Barreto, Darlenson; Sousa dos Santos, Guilherme; Pacheco de Sousa, Anne Carolina; Batista Ferreira, Elenilze Figueiredo; Diniz da Silva, Francisco
- Abstract
The importance of the teacher in the student's learning process is paramount, because of this responsibility that the teacher needs to use teaching methods that encourage the student to learn and develop their cognitive activities. The exact sciences are seen by students as a barrier, even before the student knows the curricular component, these difficulties are mainly related to the fact that these curricular components involve logical reasoning, wherethestudentneeds to maketherelationships toabetterunderstanding of the content. Chemistry has its own language, using rather unusual signs and symbols for those who are faced with it at first, in addition to being fragmented involving very specificabstract concepts, and not seeking methodologies thathelpthestudent tounderstand this language, results in his evasion of discipline. The traditional methodology of using books and problem solving are not wrong, it is important that the teacher encourages the student to be used to the textbook, however the problem is when the teacher makes this method monotonous and inflexible, reflecting on the degree of understanding. For this reason, the present work aims to analyze the degree of difficulty that the classes of the grade 1 of High School, from Escola Estadual Augusto dos Anjos, have with the chemistry subjects of their matrix and, based on the result, create a support material, which helps them in the assessments with consultation. The support material proved to be effective, since 64.3% of the students who used it in the assessment with consultation stated that it helped a lot, while 35.7% said it helped them partially. 78.6% of the students who did not use the material but had access to it later stated that it would have helped them a lot in the assessment.
- Subjects
HIGH schools; COGNITIVE ability; CHEMISTRY education; CHEMISTRY teachers; CHEMISTRY students
- Publication
Revista Foco (Interdisciplinary Studies Journal), 2023, Vol 16, Issue 5, p1
- ISSN
1981-223X
- Publication type
Article
- DOI
10.54751/revistafoco.v16n5-014