scholarly journals CONCEPÇÕES DE ESTUDANTES DO ENSINO MÉDIO SOBRE A RELEVÂNCIA DO COMPONENTE CURRICULAR DE QUÍMICA

2018 ◽  
Vol 1 ◽  
pp. 3
Author(s):  
Mônica Da Silva Gallon ◽  
Carla Melo Silva ◽  
Lorita Aparecida Veloso Galle ◽  
Zulma Elisabete De Freitas Madruga
Keyword(s):  
High School ◽  
Basic Education ◽  
Daily Life ◽  
School Experiences ◽  
Effective Practices ◽  
Chemistry Teaching ◽  
Teaching Chemistry ◽  
School Year ◽  
Education Science ◽  
Teaching Conceptions

O presente estudo aborda as concepções iniciais de estudantes do 1º ano do Ensino Médio sobre a relevância do componente curricular de Química. Assim, o problema central da pesquisa é: Quais as concepções iniciais de estudantes do 1º ano do Ensino Médio sobre a relevância do componente curricular de Química?. A investigação foi realizada com estudantes de três turmas do 1º ano do Ensino Médio, totalizando 69 participantes, com idade média de 16 anos, pertencentes a uma escola pública estadual da região do Vale do Sinos, RS, Brasil. Para coleta de dados, o professor perguntou aos estudantes: Qual a relevância que você percebe na Química? Cabe ressaltar que o questionamento foi realizado por escrito na primeira semana de aula do ano letivo de 2016, antes do professor do referido componente iniciar o trabalho relacionado aos conteúdos para aquele ano. O material coletado foi analisado por meio de Análise Textual Discursiva (MORAES; GALIAZZI, 2013). A análise possibilitou compreender que os estudantes apresentam concepções distintas sobre a relevância do componente curricular de Química. Acredita-se que tais concepções tenham sido construídas por meio de vivências escolares, durante os anos anteriores de escolarização, e fortalecidas no 9º ano do Ensino Fundamental, onde o componente de Ciências aborda tópicos relativos à Química, ou ainda, a partir do cotidiano desses estudantes. Os resultados obtidos podem auxiliar os professores deste componente curricular no sentido de desenvolverem práticas mais efetivas que proporcionem aos estudantes compreender a real função e relevância do estudo da Química, enquanto ciência.Palavras-chave: Educação Básica. Ensino de Ciências. Ensino de Química. Concepções dos Estudantes. Química. ABSTRACTThe present study approaches the initial conceptions of students of the 1st year of High School on the relevance of the curricular component of Chemistry. Thus, the central problem of the research is: What are the initial conceptions of students of the 1st year of High School on the relevance of the curricular component of Chemistry? The research was carried out with students from three classes of the 1st year of High School, totaling 69 participants, with a mean age of 16 years, belonging to a state public school in the region of Vale do Sinos, RS, Brazil. For data collection, the teacher asked the students: How relevant do you perceive in chemistry? It should be noted that the questioning was done in writing in the first week of class in the 2016 school year, before the professor of chemistry began to work with the planned the course for that year. The collected material was analyzed through Discursive Textual Analysis, (MORAES; GALIAZZI, 2013). With the analysis it was possible to understand that the students pointed out different conceptions about the relevance of the curricular component of Chemistry. It is believed that such conceptions were constructed through school experiences, during the previous school years and emphasised in the 9th year of Elementary School, where the Science component covers topics related to Chemistry, or even, from the daily life of these students. The collected data can help the teachers from this subject to develop more effective practices that allow students to understand the real function and relevance of the study of Chemistry as a science.Keywords: Basic education. Science teaching. Chemistry teaching. Conceptions of Students. Chemistry.

scholarly journals THE CHEMISTRY TEACHING AND THE HIGH SCHOOL STUDENT: A CASE STUDY IN THE STATE BASIC EDUCATION OF ESTEIO CITY, BRAZIL.

2019 ◽  
Vol 16 (33) ◽  
pp. 118-129
Author(s):  
V. de A. FRANCO ◽  
E. BEDIN
Keyword(s):  
High School ◽  
Basic Education ◽  
Second Graders ◽  
Third Graders ◽  
Pedagogical Practices ◽  
Exploratory Research ◽  
Pedagogical Practice ◽  
Chemistry Teaching ◽  
Teaching Process

It is the constant object of discussion and reflection in the academic environment the students' difficulties in understanding the contents and concepts of the chemistry discipline in basic education and the pedagogical practice itself develop in a contextualized way. Considering this premise, this study aimed to investigate and understand the factors that hinder the teaching process of Chemistry in the 2nd and 3rd years of high school of a state public school in Esteio / RS, emphasize the methodology adopted by the teacher the active participation of students in the classroom and their relation with chemistry teaching. For this exploratory research, a qualitative and quantitative field study was conducted through on-site observation of 15 hours/class and subsequent application of a questionnaire to students. The data, interpreted and reflected based on the observation and authors of the area, were exposed through percentage charts, considering the total of respondents (15 students in the second graders and 8 students in the third graders in high school). At the end, the results of the analysis of the answers given by the students reveal aspects that indicate that there is a great nonconformity in the teaching process of this subject and an inconsistency in the pedagogical saying and doing, corroborating the current educational system, which is not consistent with an expressive learning in chemistry teaching, deserving a deep reflection. Therefore, the new teaching methodologies, as well as philosophical and epistemological theories, emerged in recent decades, still failed to bring about changes in the old pedagogical practices.

scholarly journals Strategies for Teaching Chemistry at Medium Professional and Technological Level Present in Scientific Articles

2021 ◽  
pp. 113-123
Author(s):  
Marcia Lopes Correa ◽  
Claudio Alberto Gellis de Mattos Dias ◽  
Amanda Alves Fecury ◽  
Euzébio de Oliveira ◽  
Carla Viana Dendasck ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Approach ◽  
Chemistry Teaching ◽  
School Students ◽  
Teaching Chemistry ◽  
Easy Task ◽  
Teacher Needs ◽  
Technological Level

Chemistry teaching is not such an easy task for teachers trained in contemporary times. The process of updating your resume should be a constant in the profession. The teacher needs to plan his classes with a language that can make it easier for the student to understand the contents explained. One of the ways of working with chemistry could be with the student actively participating in the process. Agrochemicals are feasible topics to be mediated in this way and can potentially increase students’ interest in the discipline. This article aims to identify the strategies for teaching chemistry at a high professional and technological level present in scientific articles with the theme “pesticides”. The methodology chosen for this study was a qualitative approach centered on being concerned with reality. The observation of this brief survey allows us to conclude that the teaching of chemistry in high school groups can and must be related to the area of ​​research and scientific dissemination; there are several didactic tools that enable more assertive ways related to teaching chemistry; and relating the content of chemistry to interdisciplinary and specific subjects, such as pesticides, can help a better understanding of the content of chemistry in high school students.

O Uso do Seminário Como Facilitador no Processo de Ensino e Aprendizagem de História da Química

2018 ◽  
Vol 18 (4) ◽  
pp. 424
Author(s):  
Renata Aparecida Rossieri Santana ◽  
Alcides Goya ◽  
Givan José Ferreira dos Santos
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
Human Mind ◽  
State School ◽  
Chemistry Teaching ◽  
Teaching Chemistry ◽  
Dynamic Character ◽  
The World

Na interpretação do mundo pelo viés das ferramentas da Química, é essencial que se explicite seu caráter dinâmico. Assim, o conhecimento químico não deve ser entendido como um conjunto de conhecimentos isolados, prontos e acabados, mas sim uma construção da mente humana, em contínua mudança. A História da Química, como parte do conhecimento socialmente produzido, deve permear todo o ensino de Química, possibilitando ao aluno a compreensão do processo de elaboração desse conhecimento, com seus avanços, erros e conflitos. Com o objetivo de integrar o uso da oralidade em sala de aula, a História da Química e conteúdos de Química Orgânica, foi proposto um trabalho com o gênero textual oral seminário sobre o livro “Os botões de Napoleão: as 17 moléculas que mudaram a história”, em uma turma de 3º ano do Ensino Médio, de um colégio estadual de uma cidade paranaense. Para o seminário, os alunos foram divididos em cinco grupos e cada grupo ficou com um capítulo para a preparação, organização e apresentação. Os capítulos escolhidos foram: pimenta, noz-moscada e cravo da índia, a glicose, o fenol, compostos nitrados e a pílula. Esses capítulos foram selecionados devido ao fato de estarem em consonância com os conteúdos bimestrais da disciplina de Química. O desenvolvimento do trabalho apontou o uso do seminário como um instrumento facilitador do Ensino de Química, que proporcionou a ampliação da competência oral dos alunos e a compreensão de conceitos químicos e históricos.Palavras-chave: Seminário. Ensino de Química. História da Química.AbstractIn interpreting the world through the bias of Chemistry tools, it is essential that its dynamic character be made explicit. Thus, chemicalknowledge should not be understood as a set of isolated, ready and finished knowledge, but a continually changing construction of the human mind. The Chemistry History, as part of the socially produced knowledge, must permeate all the Chemistry teaching, enabling the student to understand the process of elaboration of this knowledge, with its advances, errors and conflicts. In order to integrate the use of orality in the classroom, the Chemistry History and Organic Chemistry contents, a work was proposed with the oral textual genre seminar on the book “The Buttons of Napoleon: the 17 molecules that changed the History”, in a class of 3rd year of High School, of a state School in a city from Paraná State. For the seminar, students were divided into 5 groups and each group was given a chapter for preparation, organization and presentation. The chapters chosen were: pepper, nutmeg and cloves, glucose, phenol, nitrated compounds and the pill. These chapters were selected because they were in line with the bimonthly contents of the Chemistry discipline. The development of the work pointed to the use of the seminar as an instrument facilitating the Chemistry Teaching, which provided the students with increased oral competence and understanding of chemical and historical concepts.Keywords: Seminar, Chemistry Teaching, Chemistry History .

Policy Analysis on Education in Emergencies (EiE) and Flexible Learning Options (FLOs) for Senior High School (SHS) in the Philippines

2021 ◽  
Vol 2021 ◽  
Author(s):  
Naomi Fontanos ◽  
Junette Fatima Gonzales ◽  
Kathrina Lorraine Lucasan ◽  
Dina Ocampo
Keyword(s):  
High School ◽  
Policy Analysis ◽  
Basic Education ◽  
The Philippines ◽  
Senior High School ◽  
Flexible Learning ◽  
Face To Face ◽  
School Year ◽  
Novel Coronavirus ◽  
Learning Options

The novel coronavirus disease (COVID-19) pandemic has affected the basic education sector in the Philippines. In the public school system, the pandemic has not only disrupted schooling by shifting the beginning of the school year (SY) 2020-20201 at a later time, it has also necessitated a shift to alternative learning delivery strategies including the use of more flexible face-to-face, distance and blended learning. This paper focuses on the effects of the COVID-19 outbreak on the K to 12 senior high school (SHS) program and the need to offer flexible learning options (FLOs) to upper secondary learners. It examines the policies the Department of Education (DepEd) has initiated in continuing learning during the pandemic and providing education through FLOs using the INEE’s domain standards on EiE. From this policy analysis, the paper identified some gaps that need to be addressed through the following recommendations 1) intensify FLO guidelines to meet the different needs and contexts of learners especially the marginalized; 2) develop an EiE policy; 3) improve teachinglearning by strengthening communication channels, formative assessment, and multimedia learning materials; 4) provide offline and online options for SHS tracks; 5) explore the use of videos, mobile training centers and flexible times of study.

scholarly journals TEACHING CHEMISTRY AND ENVIRONMENTAL PRESERVATION

2006 ◽  
Vol 06 (3) ◽  
pp. 45-53
Author(s):  
Paulo Cesar Dantas ESTEVES ◽  
Anete Corrêa ESTEVES
Keyword(s):  
High School ◽  
Environmental Issue ◽  
Chemistry Curriculum ◽  
High School Chemistry ◽  
Chemistry Teaching ◽  
Teaching Chemistry ◽  
Environmental Preservation

This paper introduces some ideas about the indissolubility between chemistry teaching and environmental preservation. It presents some ideas to be discussed on how to reformulate the high school chemistry curriculum in order to associate it with the environmental issue.

scholarly journals Questões de Química do Novo Enem com potencial para abordagem sociocientífica

2020 ◽  
Vol 30 (75) ◽  
pp. 780
Author(s):  
João Paulo Stadler ◽  
Fabiana Roberta Gonçalves e Silva Hussein ◽  
Carlos Alberto Marques
Keyword(s):  
Basic Education ◽  
National Curriculum ◽  
Education Evaluation ◽  
Social Relevance ◽  
Chemistry Teaching ◽  
Scientific Content ◽  
Teaching Chemistry ◽  
Palabras Clave ◽  
Teaching Concept ◽  
Scientific Approach

<p>Este artigo busca investigar a presença de elementos na abordagem de aspectos sociocientíficos (ASC) em questões de Química nas avaliações no Novo Enem (2009-2014), proporcionando, assim, uma maneira de integrar o conteúdo científico a ser estudado a elementos de relevância social em sala de aula. Sua utilização possibilitaria observar o que vem apregoado nos documentos oficiais relativos ao currículo – Parâmetros Curriculares Nacionais (PCN) –, no tocante às competências e habilidades relacionadas aos objetivos do ensino de Química. Após análise de conteúdo das questões, observou-se que 29% dos itens do <em>corpus</em> apresentavam os elementos necessários para possibilitar a abordagem de ASC em sala de aula a partir da discussão da questão. Embora o resultado seja baixo, a presença de questões desse perfil indica a probabilidade de os professores passarem a adotar a concepção de ensino que envolve essa abordagem.</p><p><strong>Palavras-chave:</strong> Ensino de Química, Enem, Avaliação da Educação, Educação Básica</p><p> </p><p><strong>Preguntas de Química del Nuevo Enem con potencial para abordaje sociocientifica</strong></p><p>Este artículo busca investigar la presencia de elementos en el abordaje de aspectos sociocientíficos (ASC) en preguntas de Química en las evaluaciones del Nuevo Enem (2009-2014), proporcionando de este modo una manera de integrar el contenido científico a estudiar a elementos de relevancia social en el aula. Su utilización haría posible que se observara lo que se predica en los documentos oficiales relativos al currículo – Parámetros Curriculares Nacionales (PCN) –, en lo que concierne a las competencias y habilidades relacionadas a los objetivos de la enseñanza de Química. Después de analizar el contenido de las preguntas, se observó que el 29% de los ítems del <em>corpus</em> presentaban los elementos necesarios para posibilitar el abordaje de ASC en el aula a partir de la discusión de la pregunta. Aunque el resultado es bajo, la presencia de preguntas de ese perfil indica la probabilidad de que los profesores pasen a adoptar la concepción de enseñanza presente en este enfoque.</p><p><strong>Palabras clave:</strong> Enseñanza de Química, Enem, Evaluación de la Educación, Educación Básica</p><p> </p><p><strong>Chemistry questions in the New Enem with potential for socio-scientific approach</strong></p><p>This article aims to investigate the presence of socio-scientific aspects (SSA) in elements of the approach to Chemistry questions in the evaluations of the New ENEM (2009-2014), providing a way to integrate the scientific content to be studied with elements of social relevance in the classroom. Its use would make it possible to observe what has been announced in official curricular documents, the National Curriculum Parameters (NCP), regarding the competences and skills related to the objectives of teaching Chemistry. An analysis of the questions content showed that 29% of the items of the <em>corpus</em> had the elements necessary for the SSA approach in the classroom, based on the discussion of the issue. Despite the low result, the presence of these profile questions indicates the likelihood that teachers will adopt the teaching concept that involves this approach.</p><p><strong>Keywords:</strong> Chemistry Teaching, Enem, Education Evaluation, Basic Education</p>

scholarly journals Teaching Junior High School Chemistry During the COVID-19 Community Quarantine Season: Lessons, Challenges, And Opportunities

KIMIKA ◽  
2020 ◽  
Vol 31 (1) ◽  
pp. 20-37 ◽  
Author(s):  
Ryan Villafuerte Lansangan
Keyword(s):  
High School ◽  
Junior High School ◽  
Online Teaching ◽  
Basic Education ◽  
Junior High ◽  
Teaching Experience ◽  
The Philippines ◽  
High School Chemistry ◽  
Chemistry Teaching ◽  
Challenges And Opportunities

This paper reports an autoethnographic study of a junior high school chemistry teacher’s field experience in remote chemistry teaching during the Enhanced Community Quarantine (ECQ) brought by COVID-19 in the Philippines. The teaching of chemistry for Junior High School in an online setting is possible but has challenges as well. Rooted from the pedagogic data and self-narration, this work examined the insights on the lessons, challenges and opportunities associated in teaching chemistry in basic education in an online mode. The researcher’s online chemistry teaching experience can be recapped in an acronym “REACH OUT”. Reinventing the wheel; Exploring the possibilities; Aligning to core essentials; Creating a learning routine; Hooking students online meaningfully; Offering consistent means of communication; Using authentic and reflective assessments; and Trusting the process. This paper, a pioneering of its kind, offers implications that can be embraced as we move into the new normal of having optimized online teaching experience and in shaping an undisruptive education that is responsive to crisis like the COVID-19 pandemic.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

MUHAMMADIYAH SCHOOL MANAGEMENT STRATEGY IN BANGKA BELITUNG

2020 ◽  
Vol 3 (1) ◽  
pp. 13-22
Author(s):  
Sri Sugiyarti ◽  
Muhammad Iqbal Arrosyad
Keyword(s):  
High School ◽  
High Schools ◽  
Management Strategy ◽  
School Principals ◽  
Public Confidence ◽  
Education Management ◽  
National Examination ◽  
School Year ◽  
Vocational High Schools ◽  
New Facilities

The charitable endeavors of Muhammadiyah in the Bangka Belitung Region in the field of education from the levels of Elementary Schools, Junior High Schools, and High Schools and Vocational High Schools are spread to all districts/cities. However, the discussion about Muhammadiyah education in Bangka Belitung is very minimal. This research is a descriptive study with a qualitative approach. This study took the sample of the oldest and best senior high school as an illustration of Muhammadiyah education management in Bangka Belitung. The results showed that Muhammadiyah Education experienced various obstacles to the threat of closure, however, they were able to rise from adversity. Muhammadiyah Pangkalpinang High School as the oldest school departed from a school that boarded at Muhammadiyah Middle School and later became one of the most popular schools in the era of the 1990s to accommodate students up to 18 classes, but later it fell free and was almost closed due to the lack of students. Several times the change of school principals has not improved, a new hope is obtained when the management of this school is submitted to the STKIP Muhammadiyah Bangka Belitung to become its lab school. Now with new facilities and management, the number of students is increasing, slowly but surely this school is starting to improve itself. Meanwhile, Muhammadiyah Toboali High School, South Bangka Regency, which was established in 1994, almost lost public confidence, due to a large number of students who failed the National Examination for the 2006/2007 school year. The situation changed along with Supiandi's leadership, his persistence in managing the school, and finally, the trust in the community returned. Now the number of students has reached nearly 500 students

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