Banca de QUALIFICAÇÃO: YRAILMA KATHARINE DE SOUSA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : YRAILMA KATHARINE DE SOUSA
DATE: 23/05/2024
TIME: 14:00
LOCAL: VIDEOCONFERÊNCIA
TITLE:

PROBLEM SOLVING IN CHEMISTRY TEACHING AND ITS INTERFACE WITH SELF-REGULATION OF LEARNING BY CHEMISTRY GRADUATES

KEY WORDS:

chemistry teachers, problem solving, self-regulated learning

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Problem-solving is a teaching methodology that manages to involve proposing activities with questioning, interaction stimulators, active participation of students, reflections and development of articulated actions to reach solutions. Self-regulation enables individuals to develop their autonomy to achieve goals and maximize their learning. Considering these aspects, this thesis seeks to understand the contributions of the problem-solving methodology to the mobilization of Chemistry concepts, and the development of elements of the self-regulatory learning cycle by Chemistry undergraduates, with the specific objectives: i) identifying the profile and context of Chemistry undergraduates in relation to teaching and learning this science; ii) describe the concepts and strategies that undergraduate students use to solve Chemistry problems, using a conceptual organizer, during the teaching of this science; iii) analyze the contributions of Problem Solving to the engagement and learning of undergraduate students during the Chemistry teaching process; iv) identify which stages of the self-regulation learning cycle are developed by undergraduate students during the process of solving chemistry problems.The proposed methodology is classified as a qualitative approach of the application type, and will involve as a research site or chemistry laboratory of a Federal University of Pernambuco and, as participants, undergraduate students in chemistry, enrolled in the discipline of Analytical Chemistry II. The research activities will be carried out in three moments, which for recording the data will involve participant observation (annotated/áudio recorded), application of a structured questionnaire, application of contextualized problems, elaboration of a conceptual map and launches. For the analysis and interpretation of the data obtained through two releases, observations and a questionnaire, the establishment of a priori categories will be used, guided by the stages of application of the problem-solving methodology and by Pintrich's self-regulated learning cycle. How much content was obtained through two conceptual organizers built, going through a structural analysis, readings and interpretations. In view of the above, we therefore want to highlight the insertion of teaching methodologies that favor the mobilization of different concepts, the exploration of different competences/skills and the self-regulation of learning by the learner, without neglecting the meaning of the teacher's mediation and the student's sociocultural context. We hope, with this, to provide important points for the teaching of Science, especially chemistry, for the continuity of research or for adjustments in teaching methodologies, since it is concerned with addressing discussions in relation to pedagogical practices aimed at the formation of future students.

 

 

COMMITTEE MEMBERS:
Presidente - VERONICA TAVARES SANTOS BATINGA
Externo ao Programa - 3822368 - JOAO ROBERTO RATIS TENORIO DA SILVA - UFRPEExterna à Instituição - LAURINDA SOUSA FERREIRA LEITE - UMinho
Externa à Instituição - SYLVIA REGINA DE CHIARO RIBEIRO RODRIGUES - UFPE