Degree Course In Chemistry Research Articles

Learning science with fun: pedagogical games as a facilitating tool - an experience at PIBID, conducted by a scholarship student from Uemasul's bachelor of chemistry course

Science education has evolved over time to find more effective ways to engage students and impart knowledge. In this context, educational games emerged as a valuable tool in the teaching-learning process, offering a playful and interactive approach to science disciplines, to name but a few, chemistry. This work explores the experience of a student in a chemistry degree course at UEMASUL, who used educational games as facilitator in the Institutional Program of Initiation Scholarships to Teaching (PIBID), with the theme "Learning Science with Fun". The program awards scholarships to undergraduate students to implement projects in schools and stimulate reflection on professional practice in education. The focus of this article refers to is grounded in teaching practice for training future teachers and the use of educational games in chemical science classes. The research was carried out in a 6th grade class and involved interactive activities, lectures with student participation and the use of educational games to make learning more meaningful and concrete. The research phases included bibliographic research, planning, questionnaire development, and data analysis. Generally speaking, this initiative aims to bridge the gap between theory and practice in teacher education and to improve science teaching through engaging pedagogical interventions.

Planning Teaching Sequences Based on Problem Solving from a Scientific Dissemination Tool

Background: The problem-solving approach has been highlighted in chemistry teaching. Objectives: To analyse the theoretical-methodological adjustments on the problem-solving approach carried out by chemistry teachers in their teaching plans. Design: Carrying out a problem-solving training activity. Setting and participants: This research involved twenty basic chemistry teachers, students of the professional master’s degree course in chemistry in the national education network offered by the Federal Rural University of Pernambuco. Data collection and analysis: We used the content analysis technique through a priori and a posteriori categories to analyse the teachers’ plans built from guiding studies published on the RPEQ website. Results: We noticed that the teachers used few elements as presented in the guiding studies, building different plans according to their classroom contexts and demonstrating autonomy and creativity. Conclusions: We observe the potentiality of the RPEQ website regarding its functionality as a digital didactic resource serving as a basis for teachers to plan teaching situations that are different from the traditional method.

Introducing Materials Science: Experimenting with Magnetic Nanomaterials in the Undergraduate Chemistry Laboratory.

Materials science research has expanded significantly in recent years; a multidisciplinary field, home to an ever-growing number of chemists. However, our general chemistry degree courses have not changed to reflect the rise in interest in this topic. In this paper, we propose a laboratory experiment for the undergraduate chemistry practical course, which may serve as a hands-on introduction to this field. The experiment involves the synthesis and characterization of magnetic materials via commonly employed techniques in materials science. Students begin by producing three metal ferrite spinels using a sol-gel combustion synthesis. They must then characterize the differing magnetic properties across their three samples using a magnetic susceptibility balance. In the second part of the experiment, students must create a ferrofluid via coprecipitation, from which they may observe the phenomenon of "spiking" in response to an external magnet. Additional data such as X-ray diffraction (XRD) patterns and transmission electron microscopy (TEM) images corresponding to these materials are also provided, and students are tasked with the interpretation of these data in their writeup report. Upon completion, students should gain a new-found understanding of materials science and its fundamental overlap with chemistry.

VOZES DISCENTES DO CURSO DE LICENCIATURA EM QUÍMICA DA UFRGS: UMA ANÁLISE SOBRE A PERSPECTIVA CURRICULAR

THE STUDENT VOICES OF THE CHEMISTRY DEGREE COURSE AT UFRGS: AN ANALYSIS OF THE CURRICULAR PERSPECTIVE. The reflections and data presented and discussed in this text represent a portion of the conclusions after an investigation carried out in a master’s research, whose focus was on understanding the curriculum of the training course for chemistry teachers in effect since 2017/2 at UFRGS. The study reported in this article consists of the analysis of the responses obtained from undergraduates through the application of questionnaires. The emphasized issues concern the structure of the course, its disciplines, didactic procedures, teaching strategies, materials, evaluation forms and other aspects aimed at the contribution of specific, pedagogical, and articulating disciplines in the formation of chemical educators. The results indicate maintenance of a curricular matrix that favors academic content taught in the traditional way, but with the inclusion of disciplines characterized by future teachers as essential to the formation of their teaching identity, pedagogical autonomy, and professional development. In addition, there is a disparity between the didactic procedures followed in the different disciplines, which indicates aspects to be prioritized in future reconfigurations of the curricular matrix.

Professor Valderi Dressler, a great admirer of young Brazilian scientists, kindly granted BrJAC an interview

Valderi Luiz Dressler holds a chemistry degree (1992) and a master’s in chemistry (1994) from the Federal University of Santa Maria (UFSM), RS, Brazil, a PhD in chemistry (1999) from the Federal University of Santa Catarina, SC, Brazil and post-doctorates from Forschungszentrum Julich GmbH, Germany (2007 and 2010). Currently, he is a full professor and coordinator of the industrial chemistry and bachelor's chemistry degree courses at the UFSM. Dr. Dressler’s research activities mainly include trace analysis and environmental chemistry, involving the techniques of atomic absorption spectrometry (AAS), inductively coupled plasma optical emission spectrometry (ICP-OES), inductively coupled plasma mass spectrometry (ICP-MS), flow injection analysis (FIA), electrothermal vaporization (ETV) and laser ablation (LA). Furthermore, he performs chemical speciation analysis studies involving hyphenated techniques such as liquid and gas chromatography coupled to ICP-MS and also FIA systems coupled to AAS.

CONCEPÇÕES E PRÁTICAS AVALIATIVAS EM ATIVIDADES REMOTAS DIANTE DO CENÁRIO DE PANDEMIA DA COVID 19

This work aimed to analyze the conceptions and evaluation practices of the teachers of the ChemistryDegree course at IFPE in remote activities, ways of overcoming and adapting to the return of classes, inthe new scenario of the COVID-19 pandemic. The research field was the professors of the LicentiateDegree in Chemistry at the IFPE- Pernambuco Federal Institute of Education, Science and Technology,campus Vitória de Santo Antão. To develop the activity plan, initially, a semi-structured interview wascarried out, which contained eleven questions for teachers. This interview was intended to identify theassessment concepts of chemistry teachers. After data collection, the teachers' answers were tabulated,and it was observed that both have a very similar view about how to assess a student. This way ofevaluating is linked to the way that the student understands the theoretical concept of a given subject,approached in the classroom, and manages to make a connection between it and the experimentationcarried out, with an emphasis on awakening critical thinking. A categorization based on the fourgenerations of evaluation was also carried out, according to Guba and Lincoln (1989). Thus, even fromthe perspective of teachers, students play an extremely important role in the teaching and learningprocess and assessment is a vehicle to achieve this goal. These results are in line with previous studies.Thus, the importance of deepening the evaluative issues of experimental teaching in Chemistry ishighlighted

Digital Tool for the Analysis of UV–Vis Spectra of Olive Oils and Educational Activities with High School and Undergraduate Students

UV–vis absorption spectroscopy is one of the most accessible spectroscopic techniques at the high school educational level, and it is usually introduced in analytical chemistry courses due to its high versatility and to the wide range of applications in many fields of chemistry. Within this framework, we have developed an easy-to-use “simulation tool” to identify and quantify the main pigments in a relatively complex food matrix, such as olive oil and seeds’ oils. This digital software, freely available, can be used by high school students and first-year undergraduate students to analyze the UV–vis absorption spectrum of olive oils recorded in the bulk without any chemical treatment. In this paper, we are reporting the basic principles of the spectroscopic method and the way to use the “simulation tool” with several examples and explanations that are useful for students and teachers. In the second part of the paper, several examples of activities about the chemistry of olive oil, realized with the fifth classes’ students of a high school technical institute (K–12 level) and undergraduate students of an introductory course in spectroscopy in the second year of the Chemistry Degree Course, are reported. These activities were performed partially face-to-face and partially in distance learning mode during the COVID-19 pandemic. The main learning outcomes, methodological issues, and students’ feedback resulting from these experiences are reported and commented on, showing the potential of the simulation tool for educational purposes.

Sacolas Biodegradáveis: Sustentabilidade e ascensão da produção

Bioplastics refer to plastics produced from biomass through renewable and biological sources. They are an alternative to the problem of large-scale production of petrochemical bags and excessive consumption causing various harm to human beings and the environment. The sustainable development of biodegradable bags brings benefits to the planet, such as the reduction of polluting gases, has different means of disposal, expands the economic sector and reduces the use of oil as a raw material. Thus, the aim of this article was to describe and analyze the main advantages attributed to the production of biodegradable bags aiming at the sustainability of the planet. The search was carried out with job searches in the Scielo and Google Academic databases, totaling 918 articles, from which 33 were selected for writing this article. A questionnaire was applied to students of the chemistry degree course at the State University of Alagoas, Campus I, and it was observed that among the various issues, from knowledge about biodegradable bags to environmental impacts, 93.8% of respondents know the importance of replacing conventional bags with biodegradable bags, and 6.3% answered that they did not. It was found that bioplastics are produced through natural resources, enhancing their rapid decomposition that does not aggravate the environment, moreover, it is a beneficial means for the chain of microorganisms as they can be a source of energy for them. It was found that the idea of ​​bioplastics is linked with the need to reduce the environmental impacts caused by the accumulation of plastic waste, excessive production, inadequate disposal and, consequently, due to the emission of gases into the atmosphere through its lasting degradation.            

Supervised Curricular Internship II: Experiences of the future chemistry teacher in remote education

The research analyzed the experiences of 20 (twenty) students developed in Remote Teaching (ER) in the 1st semester of 2021 after completing the Supervised Curricular Internship II. A qualitative and quantitative approach was carried out using a virtual questionnaire created on the Google Forms® digital platform, to investigate the choice of the Chemistry Degree course, conditions of access to digital technologies, pedagogical tools used during the internship, adversities encountered by these students during the realization of the internship and the contributions of the remote internship for the formation of the Graduate in Chemistry. After analyzing and tabulating the data, the research presented the following results: the students chose a degree because they like to teach and because of their insertion in the job market, they accessed digital technologies at home, using smartphones through a broadband service with good quality connection, used Google Meet®, WhatsApp® and VLE virtual learning environment as pedagogical tools during the internship. Internet access, lack of knowledge in digital media and adaptation to remote classes were the adversities encountered during the internship. Learning and using different technological resources and digital platforms were the main contributions of the internship to the formation of decent people. The virtual remote internship enabled and provided opportunities for varied everyday experiences, promoting reflection on teaching work.

Um One day of work of the Teacher of Chemistry: narratives of college students about teaching activity

The aim of this study was to investigate the process of teaching learning, priorities, desires and difficulties experienced by academics in Chemistry, when describing a day of class as a high school teacher. For this, on the first day of class of the Supervised Internship, of the Chemistry Degree course, academics were asked to produce a narrative text imagining what a working day as a Chemistry teacher would be like. This activity gave rise to 15 narratives, which were analyzed based on content analysis. Such an analytical procedure allowed the identification of two main categories, which were divided into subcategories. To discuss the results, the first category was selected: Image of a Chemistry teacher, which encompasses ideas about different methodologies, planning and time control, interpersonal relationships between teacher and student and between students, the profession as a job exhaustive and the teacher's clothes. In view of the results, it was possible to highlight multiple aspects as constituents of the teaching work, which highlights the need to expand the discussions held in the initial training courses, in addition to aspects related to disciplinary and didactic-pedagogical content.

Comparison of the Curricular Matrix of the Undergraduate Chemistry Course at IFAP with the content of ENADE

Curricular matrix is the set of curricular components (disciplines) that guarantees the content necessary the formation of a student in a course and undergo constant changes due to the speed with which academic-technological innovations are presented. The higher course in Chemistry, offered by the Federal Institute of Amapá, is based on its objectives in the face of the professional training of the student in the institution. The objective of this work was to compare the chemistry content of the National Student Performance Exam (ENADE) with the curricular matrix of the Undergraduate Degree in Chemistry of the Federal Institute of Amapá (IFAP) in 2011, 2014 and 2017. The evaluation of ENADE for chemistry graduates requires that the trained professional has knowledge of the specific contents, as expected. But she seeks in them a knowledge that encompasses the dynamics of a classroom. Based on this, we note a predilection for certain specific and non-specific subjects, seeking information about the practical training of students. The Degree course in Chemistry at IFAP seems to have more than enough workload for the student to prepare and perform well at ENADE.

“A Química é uma área experimental!”: discursos sobre a experimentação em um curso de formação de professores de Química

This study aimed to understand circulation of discourses that mobilize a conception about the relationship between Chemistry and experimentation in a Chemistry Degree course, assuming its role as a supervisor of practices and seeking to problematize its effects on teacher education and Basic Education. Theoretical and methodological bases of Discourse Analysis were used in the process of research, analysis and construction of the text. The analysis points to emergence of discourses based on a conception that Chemistry is essentially an experimental area and that produces and reproduces practices, whether in production of chemical knowledge, or in teaching and learning processes, which are fundamentally based on achievement of experiments. In relation to teaching, this conception runs through ideas which are possible to problematize, such as that of experiment itself is enough for learning and that Chemistry is learned by doing. The results presented in this work show the importance of rethinking practices that are naturalized in the chemistry teacher training courses.

Empregabilidade dos egressos do curso de licenciatura em química de uma Universidade pública de Alagoas

ABSTRACT: The Concern for the future of graduates has been one of the ways in which institutions seek to analyze the effectiveness of the higher education offered, verifying whether the training acquired by their graduates meets the needs of the current labor market. Thus, in view of this concern, this study aimed to raise data about the graduates of the Chemistry degree course at UNEAL, Campus I, Arapiraca, from 2004 to 2019, on aspects of the labor market and academic training. The analysis instrument used was an online questionnaire with questions regarding the employment status and academic education of the graduates. The results obtained showed that most of the respondents graduated between 2008 and 2011 and that 94% of the graduates are employed and have continued their academic training. Thus, it was possible to conclude that UNEAL contributed to the entry of students into the labor market, whether in the field of Chemistry or related fields. One of the most highlighted areas in the research was teaching. KEYWORDS: Graduates, Chemistry, job market, academic training.

We, Teacher Trainers in a Federal Institute: Narrating the Woven Practices in Collaboration

This article is about being a teacher training in the biological sciences and chemistry degree courses at a federal institute of education. It results from research, whose objective was to develop a training proposal that focuses on the articulated planning between some disciplines offered in the teacher trainers and on the development of the supervised curricular internship (ecs) as a viable element of the articulation between the teaching, research and extension tripod and the future licensee’s field of work. This is a qualitative research carried out by a group of professors working in undergraduate courses and with research on initial teacher training, in which the narratives collected in portfolios prepared by the graduates of the biological sciences and chemistry courses and the authors’ narratives based on observation of teaching practices carried out in the classroom and in research and extension projects, of which they are coordinators. The results signaled that the collaborative planning and the materialization of the teaching/research/extension tripod having as object the pedagogical situations of the school of basic education in the process of the sci, promote an articulated formation between the diverse disciplines of the training course and approximation with the professional context, the school of basic education.

Fatores que promovem experiências satisfatórias nos estágios supervisionados na visão de licenciandos em química

This research aimed to investigate how factors related to the school, the advisor and the supervisor can promote satisfactory experiences in supervised internships, in the view of a group of eleven students of the chemistry degree course at a public university in São Paulo at different moments during the course. This is a case study, with a qualitative approach, whose information were collected through a questionnaire and analyzed based in national and international researchers who develop works about these topics. The results revealed in the view of the undergraduates, the contribution of each these factors and training agents and the need for greater articulation between them in promoting satisfactory experiences. This research focus becomes relevant since it points out important aspects of the environment and guidance work in this crucial stage of teacher education.

CERVEJA EGÍPCIA? EDUCAÇÃO PARA AS RELAÇÕES ÉTNICO-RACIAIS (ERER) NA FORMAÇÃO DOCENTE EM QUÍMICA

EGYPTIAN BEER? EDUCATION FOR ETHNIC-RACIAL RELATIONS (ERER) IN TEACHER FORMATION IN CHEMISTRY. This work was carried out in a Higher Education Institution (IES), in the State of Goiás, in the Chemistry Degree course, aiming at the implementation of Law 10639/03. The context discussed herein is the chemical knowledge of African and diasporic matrices from Ancient Egypt in the development and production of beer. In order to subsidize teachers in initial formation with strategies in the classroom for an anti-racist education, taking into account the contribution of African people in the constitution of the country. It is an action research and its development happened through a Pedagogical Intervention (IP) with the theme: Ancient Egypt, Beer and Chemistry. The results were collected through audio recording and analyzed using the Conversation Analysis technique. Our results have shown that it is possible to talk about African history and culture, in a chemistry class in the initial chemistry teacher training course, making an epistemic shift in the curriculum, taking previously silenced knowledge to school, such as the history and culture of African peoples.

Conceptions of undergraduate students in Chemistry on the use of interactive interfaces in and for the activities developed in the distance course

In cyberculture, educational practices find on the internet and web 2.0 a useful space to produce and share information and content. The unidirectionality conferred to mass media is the place for network multidirectionality, reconfiguring the logic of the communication system. In Distance Education (DE), the multiple interactive interfaces available on the network, such as e-mail, forum, chat, whatsapp and virtual learning environment (VLE), provide the interaction and interactivity of the subjects, fundamental conditions for a process dialogical communication with the use of Information and Communication Technologies (ICT). In this perspective, this study is part of a master's research in Science and Mathematics Teaching, and aims to investigate which interactive interfaces are used by students of a degree course in chemistry in the distance learning mode in and for the course activities. It is a research with a qualitative approach and a case study. Data were collected through a questionnaire in addition to consulting the course's pedagogical project and other documents. The results show that AVA and whatsapp stand out as the most used interfaces in the course, the latter being characteristic of learning with ubiquitous mobility and there are indications that interactivity occurs between the subjects through the interfaces and the relationships established are in line with what waits for this type of education, as they recognize the need to contemplate cyberculture in the teaching and learning process.

PIBID Química na escola: reflexões sobre a formação docente na tripla articulação entre coordenação de área, supervisores e licenciandos

Resumo. Este relato apresenta como objetivo principal discutir sobre o processo de formação docente dos participantes do PIBID, subprojeto Química, do Curso de Licenciatura em Química da UFRB. As ações realizadas durante o programa foram relatadas do ponto de vista dos supervisores e do coordenador de área. As múltiplas relações existentes entre a coordenação de área, a supervisão, os alunos bolsistas de iniciação à docência, os alunos do Ensino Médio e a unidade escolar são mostradas e discutidas. As intervenções realizadas, as reuniões específicas e gerais, as estratégias pedagógicas não-convencionais foram detalhadas pelos supervisores e pelo coordenador. Essa estratégias não-convencionais de ensino utilizando ludicidade ou jogos, por exemplo, motivaram e facilitaram a compreensão dos conteúdos de Química. A realização das reuniões e o planejamento das atividades foram importantes para a fluidez das ações do programa. A participação no PIBID é uma significativa oportunidade de constituição dos saberes docentes necessários à prática didático-pedagógica no contexto escolar. As atividades desenvolvidas evidenciaram a estreita relação que existe entre a Instituição de Ensino Superior e as Escolas de Educação Básica. Além disso, as ações que foram desenvolvidas promoveram significativas mudanças na realidade da escola pública no que concerne ao ensino de Química, visto que o ingresso de alunos nos cursos de Licenciatura em Química oriundos das escolas de Ensino Básico tem crescido nos últimos anos. A participação no PIBID tem motivado os alunos do curso de Licenciatura em Química a permanecerem na área de educação como futuros professores. Agradecemos a CAPES pelo apoio financeiro para a realização deste trabalho.
 Palavras-chaves: PIBID. Ensino de Química. Formação Docente.

Diferença dos Relatos de Experiência em Docência entre Alunos do Estágio Curricular Supervisionado e Programa Residência Pedagógica

A experiência em docência é uma etapa essencial para a formação de professores, podendo estar diretamente relacionada com a qualidade do ensino. Nesse sentido, os licenciados podem ter experiência na educação básica, ao longo do curso, pelos estágios curriculares supervisionados ou pelo Programa Residência Pedagógica, etapas que visam o contato com a docência. Neste trabalho, analisou-se os relatos de experiência em docência de alunos estagiários com os alunos residentes, ambos de um curso de Licenciatura em Química no interior de Goiás. Notou-se que os relatos dos dois grupos destacaram pontos positivos e dificuldades semelhantes, e percebeu-se também que a experiência com o Programa Residência Pedagógica pode ser uma boa oportunidade para aperfeiçoar a atividades dos estágios supervisionados.

PIBID/Química da Universidade Federal de Sergipe campus Professor Alberto Carvalho como espaço para construção de saberes docentes

Esta pesquisa buscou identificar os saberes docentes construídos por bolsistas do PIBID do curso de Química Licenciatura da Universidade Federal de Sergipe campus Professor Alberto Carvalho. Para compreensão dos dados qualitativos da pesquisa, buscou-se suporte na classificação estabelecida por Tardif (2010), sobre os saberes docentes: saberes da formação profissional, saberes disciplinares, saberes curriculares e saberes experienciais. Os dados foram coletados no início do ano de 2020, por meio dos relatórios finais escritos por bolsistas de iniciação à docência, participantes no núcleo de 2018. Ao todo foram analisados relatórios de 22 pibidianos. A organização e análise dos dados foi inspirada em Bardin (2011). As afirmações dos bolsistas mostram a construção dos diferentes saberes docentes de Tardif (2010), com destaque para os saberes da formação profissional e os experienciais. A pesquisa aponta para o PIBID como política pública que diminui as lacunas presentes entre o licenciando e a escola. E que contribui para construção de saberes docentes.