TCC Química
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Navegando TCC Química por Orientador "Nascimento, Flavia Braga do"
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Item Gamificação e storytelling no ensino de físico-química: o enigma do paciente Oliver(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-06-14) Silva, Mirely Vitória Farias da; Nascimento, Flavia Braga do; http://lattes.cnpq.br/3585720352113766; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Nogueira, Fred Augusto Ribeiro; http://lattes.cnpq.br/9784216306395155The present study is the result of an investigation into the use of the gamification and storytelling methodological approach in the teaching of pH, chemical solutions and acids and bases carried out with 14 students of the second year of integrated high school and technical course in chemistry at the Federal Institute from Alagoas in the city of Maceió. Recognizing that this proposed methodological intervention could contribute to the process of teaching and learning chemistry, our objective: was to analyze the result of using the game linked to the storytelling of patient Oliver's riddle based on gamification and storytelling methodologies in the teaching of physical-chemical education. To conduct the investigation, a mixed approach was adopted, defining the research design as sequential, the most appropriate type of research for our intervention. Data was collected through a test, followed by observation of students interacting with the educational game and the application of a questionnaire. It is argued that adherence to the gamification and storytelling methodological proposal contributed to reinforce the learning concepts related to pH, chemical solutions, acids and bases in a more active way and allowed experiencing other approaches to these contents in addition traditional practices.Item O Youtube e o ensino de Química: uma análise dos canais educativos como ferramenta de apoio ao docente(Instituto Federal de Educação Ciência e Tecnologia de Alagoas, 2023-11-07) Oliveira, Julliany Correia de; Nascimento, Flavia Braga do; http://lattes.cnpq.br/3585720352113766; Limeira, Ana Cristina Santos; http://lattes.cnpq.br/8492241199102646; Ferreira Júnior, Jésu Costa; http://lattes.cnpq.br/5859354241648167This study was motivated by the COVID-19 pandemic scenario, which boosted the search for effective educational alternatives. Given this context, we wondered whether YouTube channels could be used as a support tool for teachers in chemistry teaching, complementing face-to-face teaching and enabling the review and deepening of content, given that this platform is easy to access and widely used. by the current generation. Our general objective was to analyze whether video lessons from YouTube chemistry channels are relevant for teaching and whether these channels can be used by teachers as an aid in classes. Furthermore, our specific objectives were: to identify the main channels, evaluate the quality of the content and identify the limitations of this resource. This is a quantitative bibliographic research, in which the methodology adopted consists of five distinct stages. First, the number of channels was defined, followed by the collection of data considered permanent and data that is constantly updated on the platform. Finally, we describe the results and analyze the data obtained during the research. It was found that in fact, YouTube can be a valuable tool to support teachers in teaching chemistry. This platform represents an effective bridge between the educator and the student, presenting itself as an enriching resource, capable of complementing traditional content and stimulating students' interest in the subject. In this way, this research can also serve as inspiration for future projects, and to improve the use of this tool to support chemistry teaching, which is rich in possibilities and very promising for contemporary education.