Tesis
Utilização de modelos moleculares no ensino de estequiometria para alunos do ensino médio.
Fecha
2005-04-11Registro en:
MIGLIATO FILHO, José Roberto. Utilização de modelos moleculares no ensino de
estequiometria para alunos do ensino médio.. 2005. 130 f. Dissertação (Mestrado em Ciências Exatas e da Terra) - Universidade Federal de São Carlos, São Carlos, 2005.
Autor
Migliato Filho, José Roberto
Institución
Resumen
The lack instructional materials for science
teaching is a common problem in Brazil, and concerning to chemistry teaching in
particular this problem can be observed even in more developed countries. Although
molecular models are one of the few materials available for chemistry teaching, they
have been hardly used, and this application has been restricted to lessons related to
molecular geometry. The lack of materials has specially interfered with stoichiometry
teaching, inasmuch as many authors have pointed out that it is one of the most
difficult topics for students to understand. This works describes different exercises
which were carried out in stoichiometry short courses by using the molecular models
as a major teaching resource. These courses were provided for secondary school
students in the laboratories of the DQ/UFSCar as well as in two public schools in the
city of São Carlos São Paulo, one in a suburb and one in the city center. To collect
data, the exercises were performed so that students could use the molecular
models. The results showed that such material facilitated the learning process
involved in completing exercises related to balancing chemical equations, Lavoisier
Law, Proust Law, molar volume, and performance of chemical reactions. It was also
verified that the students became independent of simulations with the material during
the first exercises at once, and concerning more complex problem, they were almost
completely independent. According to the students the use of molecular models
made it much easier for them to understand the topics of the short courses. It thus
supports researches suggesting that teaching methodologies should prioritize the
introduction of new concepts without including mathematical aspects as means of
avoiding difficulties in learning chemistry, which are so common in Brazilian
Secondary Schools.
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