http://repositorio.ufc.br/handle/riufc/22339 Sun, 05 Apr 2026 02:46:38 GMT 2026-04-05T02:46:38Z http://repositorio.ufc.br/handle/riufc/84052 Título: Uma proposta multidisciplinar entre Física e Química para a abordagem do conteúdo de eletroquímica Autor(es): Rodrigues, Macário Vitório Mota Abstract: In the context of primary and secondary education, many students report having great difficulty in Physics and Chemistry, as they are subjects that involve many concepts, information and often foundations and abstract phenomenologies. As a result, students will not connect these areas, even though they are immensely interconnected. In this way, this work comes with the purpose of facilitating this interconnection through a theme that is related to both areas, which is electrochemistry, more specifically speaking the topic of batteries. The central idea of this work is to bring the importance of Physics to a better understanding of Chemistry through a multidisciplinary approach to electrochemistry, so that students can understand the phenomena as widely as possible. In this work, there was an analysis of some textbooks in the chapter referring to the content, to verify if there was the necessary physical basis for a better understanding of the discipline. In addition, a survey was carried out with Chemistry teachers to learn how students reacted to content taught by them, what was the level of understanding, what were the main difficulties and how they would react to a multidisciplinary approach between Physics and Chemistry. In this work, classes with essential chemical and essential foundations in the understanding of the content of electrochemistry were proposed, together with the proposal for an integrated Physics and Chemistry experiment addressing the theme Tipo: TCC Wed, 01 Jan 2020 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/84052 2020-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83211 Título: Estequiometria: uma proposta de atividade experimental investigativa no ensino médio Autor(es): Mota, José Evandro Rodrigues Abstract: Basic education faces many challenges, such as scarce financial resources, a lack of adequate infrastructure for students, and a gap in academic training for both teachers and students. Considering this, looking at the broad field of Natural Sciences and their Technologies, it is clear that students experience certain learning difficulties, particularly in Chemistry, due to factors beyond those mentioned above, such as concepts that are considered difficult to understand and classes that fail to consider the context in which students are immersed. One of the subjects most frequently reported in the literature as being difficult to learn is Stoichiometry, due to its difficulty both in teaching in a more playful and practical way and in understanding due to the numerous concepts and definitions required and its fundamental foundation, mathematics. One tool to be used in the classroom to alleviate this problem would be the Investigative Experimental Activity (IEA) approach. This study aims to develop a proposal for addressing the topic of excess reagent within the Stoichiometry curriculum in high school, using the IEI as a pedagogical tool to develop students' cognitive skills. To this end, a quantitativequalitative study was conducted addressing the topic of excess reagent within the Stoichiometry curriculum. The study used the Investigative Experimental Activity methodology combined with the Case Study method. The study was applied to 33 second-year high school students from the Romeu de Castro Menezes State High School (EEMTI) located in the Nova Metrópole community in the municipality of Caucaia, Ceará. The methodology was applied in the classroom in such a way as to allow for discussion of examples from the students' daily lives. Data analysis revealed that 75% of the groups were able to develop and confirm their hypotheses regarding the problem presented in the case study. Regarding the responses to the Perception Questionnaire, approximately 82% gave a positive evaluation. The proposed activity, when confirming that they were able to satisfactorily understand the problem presented, 64% agreed that the activity enabled them to find the solution to the problem and around 58% stated that the AEI facilitated the understanding of the concepts of excess reagent, thus attesting to the potential of the methodology addressed Tipo: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/83211 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83153 Título: O uso de estudo de caso para o ensino de questões ambientais através da temática polímeros Autor(es): Castro, Victor Cunha Abstract: This work aimed to implement and evaluate a pedagogical intervention aligned with the guidelines of Brazil's New High School Reform, seeking to promote student agency and reframe Chemistry education through the stimulation of critical thinking and argumentation. The adopted approach focused on the duality of plastic—its socioeconomic benefits versus environmental and health impacts—contextualizing the issue and encouraging reflections on the need for new material development, especially in light of socioeconomically vulnerable populations. The intervention was carried out with a 3rd-year High School class from a public school in Fortaleza, Ceará State, and consisted of five stages: application of an questionnaire, a lecture on polymers, reapplication of the same instrument to measure immediate conceptual gains, development of the case study titled "Quem dera que fosse um verme..." ("If Only It Were a Worm..."), and introduction of the mock trial activity. Although the third class planned to hold the mock trial with oral debates between groups representing different perspectives on plastic use, low student participation prevented its execution. This limited the activity to the written submission of arguments. Upon completion of the didactic sequence, a final knowledge questionnaire and a perception survey about the methodology were administered. Comparative analysis of the initial questionnaires revealed significant advances in students' conceptual learning about polymers, particularly after the lecture. The final questionnaire confirmed more consolidated content mastery and a broader understanding of plastic’s dual nature. Arguments developed during the case study displayed satisfactory logical structure and effective identification of core issues. However, limitations were observed regarding scientific grounding, use of technical vocabulary, and engagement with reliable sources. Regarding student perception, most expressed neutrality toward repeating the case study methodology and explicit rejection of the mock trial, indicating some apathy or disinterest toward the proposal. These results highlight the importance of complementary pedagogical strategies to foster greater student engagement and participation, especially in activities requiring oral presentation and evidence-based argumentation, such as the mock trial. Tipo: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/83153 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/83148 Título: Storytelling como estratégia didática no ensino de Química: uma abordagem criativa com o anime Naruto para a compreensão da Tabela Periódica Autor(es): Severino, Emilly Maria de Castro Abstract: This study investigated the use of storytelling as a didactic strategy in Chemistry education, focusing on first-year high school students' understanding of the Periodic Table. The proposal emerged from the identification of recurring challenges faced by students, such as difficulties in grasping chemical groups, periodic properties, and the logic behind the organization of the table. To make the content more accessible, a narrative inspired by the anime Naruto was created, in which chemical groups were represented as ninja clans, each with symbolic characteristics related to the properties of the elements. A qualitative methodology was adopted. The intervention included a lecture, narrative reading, illustrated cards, group activities, and the application of questionnaires before, during, and after the didactic sequence. The data revealed that storytelling increased interest and motivation, especially in the most engaged class, as perceived through the perception questionnaire. Significant progress was observed in the understanding of concepts such as groups, periods, reactivity, and atomic number. The analysis showed a notable increase in correct answers after the storytelling-based activity. Over 90% of the students reported that the use of the story and characters helped them better retain the content. Furthermore, the analogy with Naruto clans allowed students to construct symbolic and emotional meanings, potentially fostering greater interest in understanding scientific concepts. The proposal also developed skills such as orality, teamwork, argumentation, and critical thinking, aligned with Brazil’s National Common Curricular Base (BNCC). It is concluded that storytelling, combined with pop culture and a playful approach, can be an important pedagogical tool, capable of re-signifying complex content like the Periodic Table. By building bridges between youth culture and scientific knowledge, this methodology may promote more active learning in Science education. Tipo: TCC Wed, 01 Jan 2025 00:00:00 GMT http://repositorio.ufc.br/handle/riufc/83148 2025-01-01T00:00:00Z