Atividades experimentais para o ensino de gases em período de aulas remotas
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Data
2021-03-12
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Universidade Federal de Viçosa
Resumo
No ensino de ciências naturais, deve-se ressaltar a harmonia entre o fenômeno que ocorre, a teoria a ele associada e os experimentos que podem ser devolvidos para testar aquela dada hipótese. Entretanto, a harmonia entre experimento, teoria e fenômeno foi quebrada com o decreto de isolamento social, no ano de 2020, em função da pandemia da Covid-19. O cenário de pandemia alterou o sistema educacional tradicional, exigindo o oferecimento de aulas remotas. Para isso, várias escolas utilizaram plataformas de transmissão de aulas síncronas, como Google Meets Ⓡ , Zoom Ⓡ e Microsoft Teams Ⓡ . Aqui vale ressaltar que aulas remotas são diferentes do sistema de ensino à distância (EaD). Trata-se de uma ação emergencial dada a suspensão das aulas presenciais. Os materiais não foram elaborados para o estudo sem a presença do professor. Na maioria dos casos, os materiais e a duração das aulas são os mesmos praticados antes do isolamento social, apenas aplicando- se a transferência para o ambiente virtual. Esse novo cenário não é uma opção, mas uma necessidade, contudo, nem os professores, nem as instituições de ensino estão preparados para conduzir o ensino nessa nova modalidade, lembrando que na proposta do Governo Federal para o Novo Ensino Médio, até 20% da carga horária do aluno no turno vespertino e 30% no turno noturno poderão ser feitas de forma on- line, ou seja, essa modalidade de ensino foi introduzida de forma emergencial devida à pandemia, mas uma modalidade parecida também faz parte da proposta governamental. O cansaço dos alunos de ficarem diante de uma tela do computador, celular ou tablets por muito tempo, a sobrecarga dos profissionais de educação, métodos de avaliação ineficaz, são alguns dos fatores que se apresentam como obstáculos a serem superados. Trabalhar com experiências e simuladores, mesmo que simples, pode ajudar docentes e discentes a terem aulas mais dinâmicas e que contribuam mais para a aprendizagem. Hoje, há disponíveis vários simuladores, plataformas de comunicação remota que também podem ser utilizadas como ferramentas de ensino. Vários são gratuitos e compatíveis com celulares, tablets e computadores, uma alternativa para que vários professores diversifiquem suas aulas. Este trabalho busca apresentar uma sequência de atividades didáticas para o estudo dos gases ideias, explorando o ensino teórico e atividades experimentais, por meio do uso de simuladores como o PHET (Interactive Simulations), atividades experimentais que podem ser desenvolvidas pelos estudantes em casa, utilizando materiais de fácil acesso, balões de festa, seringa, garrafa pet, canudo, massa de modelar, água quente e fria, e vídeos, em uma tentativa de contextualizar o tema, facilitando a aprendizagem e trazendo maior participação dos alunos. O trabalho foi aplicado de forma piloto em duas turmas do primeiro ano do ensino médio de escolas diferentes, cada escola utiliza uma plataforma de transmissão de aulas diferente: Google Meets Ⓡ e Zoom Ⓡ . Ao final da aplicação piloto, pode-se concluir que aulas experimentais com materiais de fácil acesso e custo baixo são possíveis, mesmo remotamente, os avanços apresentados pelos estudantes da primeira aula da sequência até a aplicação de exercícios puderam ser percebidos tanto pelo bom número de acertos nas listas de exercícios realizadas pelos estudantes como pelo resultado das avaliações realizadas. Palavras-chave: Química. Estudo e ensino. Experiências. Ensino à distância. Ensino auxiliado por computador. Google Meets ( Aplicativo de videochamadas). Zoom Vídeo Communications (Aplicativo de videochamadas).
In the teaching of natural sciences, the harmony between the phenomenon that occurs, the theory associated with it and the experiments (or possible experiments) that can be returned to test that given hypothesis must be emphasized. However, the harmony between the experiment, the theory and the phenomenon were broken with the decree of social isolation. The pandemic scenario has changed the traditional educational system, requiring the provision of remote classes, for which several schools use synchronous class transmission platforms such as Google Meets Ⓡ , Zoom Ⓡ and Microsoft Teams Ⓡ . Here it is worth mentioning that remote classes are different from the distance learning system (DE). Remote education is an emergency action given the suspension of face-to-face classes. The materials were not prepared for the study without the presence of the teacher. In most cases the materials and the duration of the classes are the same practiced before social isolation, only applying the transfer to the virtual environment. This new scenario is not an option, but a necessity, however, neither teachers nor educational institutions are prepared to conduct teaching in this new modality, remembering that in the Federal Government's proposal for the New High School, up to 20% of the student hours in the afternoon and 30% in the night shift can be done online, that is, this teaching modality was introduced in an emergency due to the pandemic, but a similar modality is also part of the government proposal. Students' tiredness of being in front of a computer screen for a long time, the overload of education professionals, ineffective evaluation methods, are some of the factors that present themselves as obstacles to be overcome. Working with experiments and simulators, even simple, can help teachers and students to have more dynamic classes that contribute more to learning. Today, we have available several simulators, remote communication platforms that can also be used as teaching tools. Several are free and compatible with cell phones and computers, presenting themselves as an alternative for several teachers to diversify their classes. This work seeks to present a sequence of didactic activities for the study of ideal gases, exploring both: theoretical teaching and experimental activities, via the use of simulators such as PHET Ⓡ (Interactive Simulations), experimental activities that can be developed by students at home, using easily accessible materials, party balloons, syringe, pet bottle, straw, modeling clay, hot and cold water, and videos, in an attempt to contextualize the theme, facilitating learning and bringing greater student participation. The work was applied in a pilot way in two classes of the first year of high school in different schools, each school uses a different class transmission platform, Google Meets Ⓡ and Zoom Ⓡ . At the end of the pilot application, we can conclude that experimental classes with materials of easy access and low cost, are possible even remotely. The advances presented by students from the first class of the sequence to the application of exercises can be seen both by the good number of correct answers in the exercise lists carried out by the students and by the result of the evaluations performed. Keywords: Chemistry. Estudy and Teaching. Experiencies. Distance Learning. Computer-aided Teaching. Google Meets (Video Calls application). Zoom (Video Calls application).
In the teaching of natural sciences, the harmony between the phenomenon that occurs, the theory associated with it and the experiments (or possible experiments) that can be returned to test that given hypothesis must be emphasized. However, the harmony between the experiment, the theory and the phenomenon were broken with the decree of social isolation. The pandemic scenario has changed the traditional educational system, requiring the provision of remote classes, for which several schools use synchronous class transmission platforms such as Google Meets Ⓡ , Zoom Ⓡ and Microsoft Teams Ⓡ . Here it is worth mentioning that remote classes are different from the distance learning system (DE). Remote education is an emergency action given the suspension of face-to-face classes. The materials were not prepared for the study without the presence of the teacher. In most cases the materials and the duration of the classes are the same practiced before social isolation, only applying the transfer to the virtual environment. This new scenario is not an option, but a necessity, however, neither teachers nor educational institutions are prepared to conduct teaching in this new modality, remembering that in the Federal Government's proposal for the New High School, up to 20% of the student hours in the afternoon and 30% in the night shift can be done online, that is, this teaching modality was introduced in an emergency due to the pandemic, but a similar modality is also part of the government proposal. Students' tiredness of being in front of a computer screen for a long time, the overload of education professionals, ineffective evaluation methods, are some of the factors that present themselves as obstacles to be overcome. Working with experiments and simulators, even simple, can help teachers and students to have more dynamic classes that contribute more to learning. Today, we have available several simulators, remote communication platforms that can also be used as teaching tools. Several are free and compatible with cell phones and computers, presenting themselves as an alternative for several teachers to diversify their classes. This work seeks to present a sequence of didactic activities for the study of ideal gases, exploring both: theoretical teaching and experimental activities, via the use of simulators such as PHET Ⓡ (Interactive Simulations), experimental activities that can be developed by students at home, using easily accessible materials, party balloons, syringe, pet bottle, straw, modeling clay, hot and cold water, and videos, in an attempt to contextualize the theme, facilitating learning and bringing greater student participation. The work was applied in a pilot way in two classes of the first year of high school in different schools, each school uses a different class transmission platform, Google Meets Ⓡ and Zoom Ⓡ . At the end of the pilot application, we can conclude that experimental classes with materials of easy access and low cost, are possible even remotely. The advances presented by students from the first class of the sequence to the application of exercises can be seen both by the good number of correct answers in the exercise lists carried out by the students and by the result of the evaluations performed. Keywords: Chemistry. Estudy and Teaching. Experiencies. Distance Learning. Computer-aided Teaching. Google Meets (Video Calls application). Zoom (Video Calls application).
Descrição
Palavras-chave
Química - Estudo e ensino, Química - Experiências, Ensino à distância, Ensino auxiliado por computador, Google meets (Aplicativo de videochamas), Zoom Video Communications (Aplicativo de videochamadas)
Citação
FRANÇA, Alexsandro Araújo. Atividades experimentais para o ensino de gases em período de aulas remotas. 2021. 75 f. Dissertação (Mestrado em Química) - Universidade Federal de Viçosa, Viçosa. 2021.