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This paper reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes. [ABSTRACT FROM AUTHOR]

The perspective of Science, Technology and Society has been making great contributions in the field of research, considering its application in formal and non-formal teaching spaces. This may contribute to the promotion of scientific literacy, in the students' motivation to learn certain subjects, and in the subject's integral formation. The present work aims to understand the difficulties related to the interaction between sts education and the subject of Chemical Kinetics in the point of view of the students of the Chemistry program. The research participants were students of the Chemistry program at uern, central campus, at Mossoró, rn. The data collection instrument used was interviews with the students. After the data was collected, it was analyzed following Bardin's content analysis. The analysis of the interviews performed with the students allowed us to notice that the sts approach is seen by the students as a perspective that contributes to student protagonism, citizen formation, and the development of critical thinking. However, it is interesting to stress that these students appear to have a positivist and neutral about Science and Technology, which is characterized by thoughts geared towards the model of technocratic decisions. [ABSTRACT FROM AUTHOR]

Bernard Charlot's theory of the relationship with knowledge examines how the subject appropriates knowledge throughout their lived trajectory. Based on this notion, this study identifiesseven training elements of the relationship with knowledge to explore the conceptions of Chemistry undergraduate in the state Tocantins, Brazil, regarding the role of experimentation in teaching and learning Chemistry. A qualitative research was conducted using the case study method. The balance of knowledge served as a research instrument, and the content analysis was applied to process the data. The results showed the students' conceptions oscillate between investigative and illustrative exprimentation, reflecting the school reality. However, there is a recognized need to intensify discussions about experimentation throughout the academic training. [ABSTRACT FROM AUTHOR]

Background: The interview with Professor José de Ribamar, conducted by Luís de Boni, addresses various aspects of his career and contributions to chemistry in Brazil. The conversation includes his experiences in teaching, research, and university administration, as well as his role as President of the Federal Council of Chemistry (CFQ). Aims: The primary aim of the interview is to highlight Professor Ribamar's achievements and challenges throughout his career, and to explore his views on chemistry and its impact on scientific and educational development in Brazil. Methods: The interview was conducted in a question-and-answer format, allowing Professor Ribamar to share his experiences and insights in a detailed and personal manner. The interview was recorded, transcribed, and is available in both text and video formats. Results: Professor Ribamar detailed his academic and professional journey, including his undergraduate and graduate studies in chemistry, his contributions as a professor at the Federal University of Maranhão (UFMA), and his initiatives as a course coordinator and department head. He also discussed the impact of his research and his vision for the future of chemistry, emphasizing the importance of artificial intelligence and algorithms in predicting chemical models. Discussion: The interview provided a comprehensive overview of Professor Ribamar's contributions to chemistry in Brazil. He emphasized the importance of education and ongoing research for scientific advancement, as well as the need to adapt to new technologies. The discussion also addressed the challenges the scientific community faces and the importance of interdisciplinary collaboration. Conclusion: Professor José Ribamar has significantly promoted and developed chemistry in Brazil in academia and public administration. His career illustrates the importance of dedication to education and research, and his reflections offer valuable lessons for future generations of scientists and educators. The interview serves as a testament to his lasting impact on the scientific community. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the perception of high school students about learning radioactivity content, taught by Chemistry residents, through the active Peer Instruction methodology. The qualitative research was planned and applied following the assumptions of this method. The data collected, coming from a questionnaire administered to students, was analyzed according to Bardin (2016). From the study carried out, it was noted that students had greater interest and motivation regarding radioactivity content, and it was proven that the Peer Instruction methodology helped in understanding concepts on the subject. [ABSTRACT FROM AUTHOR]

To integrate digital technologies into the classroom, qualified training of teachers is essential so that future teachers may appropriate the use of digital technologies. To guide the integration of technologies in teaching, the theoretical model called Technological Pedagogical Content Knowledge (TPACK), designed by Mishra and Koehler in 2006, highlights the importance to relate teachers’ pedagogical, technological, and content knowledge. This mixed method study aimed to understand how the perceptions of pre-service chemistry teachers related to their Technological Pedagogical Content Knowledge bases (TPACK) are modified when participating in a teacher training program. The pre-service teachers’ pre- and post-perceptions of participation were analyzed using a quantitative questionnaire to ten participants and a semi-structured interview with two participants. The results showed that after participating in the training program, the future chemistry teachers demonstrated an increase in self-perception regarding all the TPACK’s knowledge bases, mainly regarding Content Knowledge and Pedagogical Content Knowledge. Therefore, the continuity of research supported by the TPACK framework may lead to innovative practices in pre-service teacher education. [ABSTRACT FROM AUTHOR]

This article presents the results of a study that aimed to identify the contributions of gamified educational software in the development of the topic of hydrocarbons for a group of eleventh-grade students in a public educational institution in the municipality of Tunja, Boyacá, Colombia. The topic was selected based on a survey and interviews conducted with students and teachers. The application was developed using the Scrum methodology, following the principles of meaningful learning and gamification. The gamified educational software had three components that outlined the work in each of the thematic units: content, assessment, and reinforcement. Similarly, students had a space in the software to recognize personal and collective progress in various topics and activities. The results reflected the students' interest in interacting with the application, asking questions about the topic, and the emergence of behaviors associated with competitiveness and solidarity. Additionally, there was a perception of learning on their part. From this, it can be stated that gamified educational software influences students' motivation to learn about hydrocarbons in the chemistry subject. [ABSTRACT FROM AUTHOR]

This work presents an extension action involving the topic of pesticides. This theme has been extensively developed, both in teaching and extension activities. However, the differential of the action reported here is that it was all planned to be accessible to the deaf and blind communities, working in a dialogic and critical way (according to Paulo Freire) the Brazilian agricultural development model, especially the intensive use of pesticides. From the documentary “Nuvens de Veneno”, accessible materials were created: Libras window in the documentary; chemical structures of the active ingredients printed in 3D and in high relief with inscriptions in Braille and audio-described; and a printed and audio-described leaflet, contextualizing the problems caused to the environment, human and animal health. All this material was used during the activity at the National Science and Technology Week. The action was carried out both in a booth during the event, at the Federal University of Rio de Janeiro, and in the territory of a state school, during classes of chemistry of six high school classes. During the two days of exhibition at the stand, the activity generated interest from a wide range of audiences, from elementary school children, teachers - who took their classes - as well as a group of deaf students. In the school's territory, the activity moved the classes in a strong way, working on the chemistry of pesticides, social and environmental concerns, including refugee students, with intellectual disabilities, autism and cognitive and intellectual disorders. [ABSTRACT FROM AUTHOR]

Collaborative writing practices in Wikipedia occur organically by wikipedians in order to provide content the entries. In this study, the objective was to present through a case study, as an entry in Wikipedia, based on the collaborative writing practices, can be understood as an open educational resource for practices of internationalization and interculturality, in relation to scientific knowledge in Higher Education for the Teaching of Chemistry. The methodology adopted for this research was the case study according to the proposals of Ludke and André (1986) and, for the choice of the entry were adapted the criteria preestablished by Bolsarin (2017), adopting the entry "atom" analysis of excerpts from the Wikipedia page that showed evidence of content that signaled, through the collaborative writing practices, actions to promote internationalization and interculturality. This case study demonstrated that Wikipedia can function as an online tool to be used intentionally as a didactic and collaborative writing strategy by teachers aimed at providing experiences of internationalization and interculturality in classrooms, knowledge and scientific dissemination based on the principles of the concept of internationalization at home. [ABSTRACT FROM AUTHOR]

We understand writing in science classes as a social practice with norms conventionalized by a community. Thus, we search to answer the question: how did high school students get involved in writing activities in a sequence of Chemistry classes? Guided by interventional research, we qualitatively analyzed the written records produced by students. The data were analyzed based on the epistemic practices. The results revealed that these practices can occur even though the registered consensus is closer to the scientific one, not necessarily having to be in a first version. This is because the actions of students carry out to write their consensus, which can be reassessed. As implications we show that the interaction between students and teachers does not end in oral speech [ABSTRACT FROM AUTHOR]

This article integrates results of reflections on the importance of the History and Philosophy of Science in the initial training of teachers of the Licentiate in Chemistry at the Universidade Estadual da Paraíba. To write this article, we sought in articles related to the History and Philosophy of Science, theoretical assumptions that approach the inclusion of the historical perspective in teaching. Methodologically, we carried out a descriptive and exploratory study, characterized as a case study, using the questionnaire as a data collection instrument, applied to six teachers of the respective course, according to a qualitative perspective. After this step, in order to analyze the answers to the open questions suggested in this instrument, we based ourselves on the theory of Discourse Analysis, proposed by Mikhail Bakhtin, to interpret the arguments presented as answers by the teachers. Therefore, we understand that its theoretical framework presents interesting elements that offer strong support to our interpretations, as well as brings to light the functioning of language, in which the subject is constituted by the interpretation he makes. The results indicate, from the speeches of the teachers studied here, that the approach of History and Philosophy of Science is of great relevance for teaching, as a didactic strategy and teaching activity, allowing to contextualize the classes, showing the process of transformation of the science, provide a reflective learning about the nature of scientific knowledge, in addition to observing the internal and external aspects that are peculiar to them. [ABSTRACT FROM AUTHOR]

It is necessary to promote media education and scientific literacy in the educational context, since there is an increase in the belief in information without scientific foundations and that these are disseminated in media contexts within the vast digital world, a fact that became very evident after the rise of the novel coronavirus pandemic. The objective of this research is to analyze whether videos have been used to promote media education in science teaching, especially in chemistry teaching, using bibliographic research as a research tool. This research is qualitative in nature, with an exploratory objective and bibliographic research was used as an instrument. The number of jobs returned was low, with most of them dealing with high school. Still, it was possible to observe that in some of them the video is used to promote scientific literacy and media education, while in others, despite the favorable context, it was not so evident. [ABSTRACT FROM AUTHOR]

New forms of Artificial Intelligence are gaining more space at schools and among students. ChatGPT stands out for its easy use and, in Chemistry Teaching, this tool has stood out for the numerous possibilities, including problem solving. However, there is still not 100% certainty of the effectiveness of such instrument. This work aims to investigate the potential and capacity of ChatGPT to solve exercises involving stoichiometric calculations and balancing chemical equations. These problems were extracted from a textbook for 2nd year of high school widely used by Basic Education teachers and approved by the National Textbook Program. Due to the research exploratory nature, four questions were selected, two simpler and two more laborious and complex. Furthermore, in case the ChatGPT presented the result incorrectly, some tests were performed to analyze whether a change in the statement would also generate a change in the results. These, by the way, reveal that the chat excels in the language used, as it is simple and easy to understand. On the other hand, it disappointing when solving stoichiometry problems, as it confuses concepts and does not consider all atoms when balancing an equation. In other words, unless it is already balanced correctly, the use of ChatGPT it is not indicated for solving exercises of this type and despite being a promising tool with some qualities, it is not recommended for those who do not have complete knowledge and/or a necessary discernment to detect the mistakes it made and correct them. [ABSTRACT FROM AUTHOR]

Cordel literature is one of the main representatives of Brazilian popular culture, being considered a cultural patrimony of Brazil. In view of this importance, in recent years, different studies have highlighted several potentialities of its use in the school context. Thus, in this work, we focus our attention on the cordels that bring as a central theme knowledge related to the natural sciences. In this sense, throughout the article, we seek to answer the following research question: how can scientific cordels be thought of and used in the teaching of chemistry, so that they present all the formal rigor required in the genre and make it possible to achieve educational purposes relevant to the area? Therefore, the main objective of the work was to elaborate different scientific cordels, following the rigor of the literature and analyze the material regarding its limitations and potential to be used in the educational context of the Chemistry Teaching. In this way, we present three scientific cordels, which were prepared by one of the authors, together with the analysis of the material produced and suggestions for its use. Furthermore, to ensure that the poems had the desired characteristics, they were sent to different cordelist poets and different researchers in the field of chemistry teaching to be analyzed. The analysis of the poets revealed that the texts followed the rules required in the literature, while the analysis of the researchers pointed out different potentialities and limitations of them. At the end of the work, we present to each cordel a board of proposals to help the use of the material produced. The boards show different information about the poems, such as suggestions for activities, contents to be worked on, potential methodologies, interdisciplinary aspects, and possible limitations that may arise in an educational intervention. [ABSTRACT FROM AUTHOR]

This study presents the methodological experiences used during the teaching of Chemistry in the classes of Cursinho Popular Avante, as a way of expanding scientific knowledge and criticality of the reality experienced by those involved in it. Qualitative research was used, having as data collection the observations made during classes with a field diary record, from 2017 to 2018, the analysis of the course coordination report and semi-structured interviews with the participation of three popular educators. As a result, the Cursinho Popular Avante contributed to the training and teaching practice of educators, preparation of methodologies in teaching Chemistry and some aspects of initiative aimed at overcoming difficulties in basic concepts and motivation. Human relations with students did not escape the primacy of popular education, being a place of opportunity and encouragement for people who had concluded high school, exclusively, in free public schools, to enter higher education. [ABSTRACT FROM AUTHOR]

This article presents the results of a research on the use of simulations in the teaching of Natural Sciences at the National University of San Juan in Argentina. Students in Physics and Chemistry teaching have little experience in the use of simulations, indicating the need to deepen their knowledge and use as a learning tool. Computational simulations are presented as semiotic and learning resources, with advantages such as transmitting information that cannot be easily seen with the naked eye and allowing students to review and manipulate to test hypotheses. However, it is also noted that there is a gap between what is visualized in the simulations and how the visualized information is interpreted, which can lead to misunderstandings. Students consider that simulations require training and special skills, and that some simulations need training to understand their operation. It is suggested that teacher trainers reflect on the inclusion of ICT resources in the teaching of Natural Sciences. [Extracted from the article]

More recent studies on the didactics of historical-critical pedagogy have shown that the Chemistry Teaching community has mechanistically appropriated this pedagogy, restricting itself to following in a linear or alternating way the so-called five moments (social practice, problematization, instrumentalization, catharsis, return to social practice). Understanding this issue and trying to go beyond criticism, this text brings considerations about the dimensions of content and form, two pillars that are essential when dealing with the historical-critical pedagogical praxis of a chemistry teacher. Based on a theoretical study, we argue that a chemical educator who wants to go further in the materialization of historical-critical pedagogy needs to be concerned with teaching content that is real, dynamic, and concrete, not being restricted to teaching internal abstractions of science. In the field of the form, we argue that no didactic procedure should be vetoed a priori by a teacher who wants to work with this pedagogy, the caveat is that such procedures should only be used if they are at the service of teaching the concepts in their scientific, erudite form. We conclude hoping that this text will contribute to the pedagogical work of the chemistry teacher and the researcher in the area of Science Teaching so that these professionals can develop their didactic and research activities in a more conscious and creative way, avoiding mechanisms and with a view to the formation of a subject that will contribute to overcoming this current mode of production. [ABSTRACT FROM AUTHOR]

In this research, mental models expressed about electrochemical systems were analyzed, specifically related to the aqueous electrolysis of sodium hydroxide. The methodology consisted of applying a short course for high school students from a state school in the west of São Paulo, with the conducting of experiments and development of animations using the Stop Motion technique by the students, through which their mental models were analyzed regarding the processes of transfer of electrons that occur in the electrodes, in addition to the release of different gases as a consequence of ion discharge reactions, and to the kinematics of subatomic species. The methodological analysis was based on Johnson-Laird's theory of mental models, in which the collected material, whether imaged or written, was analyzed according to the presence of elements (tokens) characteristic of the expressed mental models. The results of a previous questionnaire showed that students have superficial notions about electrochemistry in general, as they had difficulties in how electrolysis occurs, in locating the cathode and anode and in understanding how the flow of electrons in systems through oxidation-reduction reactions. The explanation of the concepts involved, the carrying out of experiments and the subsequent production of stop motion animations by the students allowed them to locate their main difficulties in understanding electrolysis. Through the animations, it was possible to locate incoherent aspects and flaws in the mental models, related to the notions of loss and gain of electrons, reaction stoichiometry and movement of chemical species. From a knowledge of the students' expressed models, it was possible to work on specific points in the explanation of electrolysis and contribute to construction of more adequate models by students about the content at its submicroscopic level. The use of the Stop Motion application in the development of animations proved to be interesting in the teaching of Chemistry and Science, as it stimulated imagination, creativity, critical reflection and logical thinking regarding the dynamics of chemical species. [ABSTRACT FROM AUTHOR]

The investigation focus of this research was the teaching and learning process of intermolecular forces at the high school level. The main objective was to investigate the conceptual evolution, through explanatory models of 1st grade high school students, on the nature of intermolecular forces. For this, the content was developed through a didactic sequence (SD). Based on Lakatos' perspective, we tried to verify if the explanatory models of the subjects form sequences of progressive transition, similar to what Lakatos, in the History of Science, refers to as the "problem" that increases the explanatory/heuristic power of the model. The evolution of models, which generally consists of progressive transitions, is related to the understanding of the content of intermolecular forces and the ability to move between the levels of representation of matter in relation to the understanding of the nature of intermolecular forces. The follow-up of students' ideas throughout the study of the content revealed that there was a significant number of them who managed to progress conceptually. In general, it is possible to affirm that the activities developed in the DS contributed significantly to the progressive transition of the explanatory models of the majority of the participants. In addition, the approach to the content of intermolecular forces in the developed SD enabled students to interpret the phenomena under study, through the levels of representation of matter. [ABSTRACT FROM AUTHOR]

Due to the Covid-19 pandemic, the closure of educational institutions generates impacts on education. The reopening and face-to-face process is still gradual and aims at safety, so it is from this context that the extension project "Hygiene in the School Environment Against Covid-19 through Chemistry Teaching" was intended, making possible an emancipatory education through social media and the website of the book "A Química da Covid-19". Our proposal is to value scientific dissemination through Chemistry, and use an exploratory and quali-quantitative methodology, being directed to students and the whole community. The chemical knowledge, preventive and educational measures that were addressed both in the book and in social media, will help students, teachers and collaborators in the operationalization of biosafety measures, in addition to explaining the importance of sanitizing agents as combat agents. Chemical knowledge has a fundamental role in this construction of ideas, thus fulfilling the educational and social objectives, favoring the development and the investigative sense not only of the students, but of the entire population in general. [ABSTRACT FROM AUTHOR]

The objective of this research is to design and implement a methodological strategy based on directed research to develop laboratory practices by using daily products within the organic chemistry course of the Academic Graduate Program in Natural Sciences (PALCN) from Universidad Tecnológica del Chocó. To fulfill this objective, we began with a diagnosis of the laboratory activities in said subject. This study was founded upon a mixed approach by means of a case study design. Theoretical, empirical, and statistical methods were used. The results obtained showed that, during the 2019-2 academic period, he teachers that make up the study sample did not conduct any laboratory practices and, when they guided laboratory activities, these were experiences, illustrative experiments, and practical exercises. As for the methodological strategy, the student and the group of experts expressed that the construction of school knowledge is favored from research by the contextualization of science, whose dynamic process makes it easier for them to understand and apply concepts, as well as to develop skills and positive attitudes towards chemistry from a research problem. Based on directed research, this methodological strategy allowed rethinking organic chemistry laboratory practices, encouraging an active role in the students and turning them into main actors within their education process. [ABSTRACT FROM AUTHOR]

This research focuses on the scientific popularization in the context of initial teacher education for chemistry. The objective was to identify and analyze what knowledge is developed from participation in scientific popularization activities. The qualitative research used focal groups as a data collection technique. The analysis was based on a content perspective. Eleven undergraduates in chemistry from a Brazilian federal university participated the study, who had been systematically developing scientific dissemination actions. The results indicated that most of the students were unaware of science popularization before attending university, as well as that participation in such activities contributes to understanding this practice. Five main learnings were identified: communication skills, mediation of pedagogical activities, critical thinking, planning, and theoretical-practical aspects of teaching action. Such categories are related to the knowledge necessary for teaching practice, in particular the dimensions proposed by Shulman: general pedagogical knowledge; knowledge of apprentices and their characteristics; knowledge of educational contexts; knowledge of the purposes and values of education. In turn, content knowledge content was scarcely mentioned. The involvement in science communication actions can contribute to training teachers who analyze their planning, their communicative strategies, and the impacts of these activities on learning. [ABSTRACT FROM AUTHOR]

Introduction: Argumentation is a fundamental skill for life in society, which can be found in different everyday contexts and in science education, to which it contributes significantly. Argumentation has been recurrent in chemical education and reported in various studies. Thus, significant academic production on argumentation in chemistry education has been observed, which lacks studies to organize it and identify its trends, gaps and potential contributions. Goals: The present study aims to identify and analyze publications in Brazilian journals on argumentation in the chemistry education, published between 2000 and 2020. Methods: To do this, journals A1, A2, B1 and B2 were selected from Teaching and Education areas of the CAPES Qualis program, whose titles are related to science education. In these journals, the words chemical and argumentation were used as search terms, which should be present in the titles, abstracts and/or keywords of the studies. Twenty-seven articles that were closely linked to the topic investigated were obtained and then classified according to their year of publication, level of education and privileged thematic focus. Results: It was found that publications on argumentation in chemistry education in Brazilian journals began in 2005, reaching their peak in 2019 and 2020. Furthermore, secondary and higher education school levels were the most recurrent, while the main thematic foci of the studies were the use of strategies to promote argumentation and its inclusion in teacher education. Conclusions: The outcomes showed that the topic is growing fast and that different argument aspects have been explored by researchers from the educational field. However, the lack of studies regarding elementary education is a gap to be filled. [ABSTRACT FROM AUTHOR]

Introduction: The importance of public communication of science and technology (PCST) became evident in the face of the COVID-19 pandemic, which brought scientists closer to popular media in an unprecedented way. However, the training of these professionals to communicate with non-specialist audiences is still incipient. Thinking about contributing to initiatives that aim to meet this need, an environment of a PST magazine was simulated in which chemistry bachelor students, in the role of science journalists, were invited to write popular science texts (PST) on COVID-19. Goals: This work aims to analyze the textual content produced by students, highlighting the strengths and weaknesses of PST. Methods: To this end, the foundations of Content Analysis (CA) were used, which allowed the characterization of PST from the perspective of recurrent elements in this type of production. From this perspective, the material analyzed was submitted to a five-step process: (i) preparation of information; (ii) transformation of content into units of analysis; (iii) categorization of the material, which emerged from a PST Analytical Framework; (iv) description of the categories; (v) and interpretation of results. Results: The students used visual and textual resources to appeal to the reader's attention; showed concern with the contextualization of information; and dissemination of an undistorted view of scientific production, from the detailing of the characteristics of scientific activity. It was also shown that PST with less use of linguistic features can result in more conceptual and technical approaches. Conclusions: This experience corroborated the students' potential to promote information about science to lay audiences, as they are close to both the non-specialized public and the academic community; and reinforced the applicability of CA to relate analytical categories of PST reported in the literature to more particular cases, such as the one described here. [ABSTRACT FROM AUTHOR]

Once the traditional knowledges represent the life way and the knowledge of different groups and societies, this work aimed identify these knowledges of Mumbuca community about of the use the medicinal plants in order to seek connections with chemical concepts and elaborate activities that mix the different knowledges. From of an ethnographic research, it collected the data through an interview with the community matriarch and field records. The analysis of the results points to a diversity of traditional knowledges related to medicinal plants, ranging from a variety of species to the selection of the plant for preparing teas and/or bottles, which allowed the interrelation with many knowledges to develop teaching activities for more comprehensive training. [ABSTRACT FROM AUTHOR]

As a result of a pilot study that aimed to add History and Philosophy of Science (HPS) in Chemistry teaching at high school through comics, this paper, aiming at the methodological improvement of a larger research, aims to analyze the adequacy of the data collection instrument and the data analysis process, as well as the potential of a comic designed to carry out a historical-philosophical approach and to provide an improvement in the notions related to chemical elements and the scientific process. Analyzed through Content Analysis, the results obtained through questionnaires indicate that this type of material and approach are capable of improving such notions. However, the study revealed not only the potential of this methodological strategy, but also its limitations, which could be improved in the final research, which includes: greater contextualization of questions and mediation by the researcher, which can be done through conversation circles and participant observation, in addition to reinforcing some ideas throughout the comic. [ABSTRACT FROM AUTHOR]

This work concerns the studies carried out by a group of undergraduate Chemistry students, involving practical classes performed using a mobile laboratory, mounted on a supermarket cart. This was undertaken at the Aurelino Leal state school in Itacare (Bahia), as an extension activity of the Tutorial Education Program for the Degree in Chemistry, at the Federal University of Sao Carlos (Araras campus). Practical activities were held in classrooms, using a methodology based on interactive scientific questions, where the students achieved results from the discussions and debates proposed. The undergraduates, as teachers, were mediators in the teaching-learning process, obtaining significant results, considering the involvement of the high school students in the process. The experience showed that the mobile laboratory was an important resource that facilitated the movement of materials, such as glassware and reagents, to the classrooms, in addition to stimulating class participation in the discussion of experiments. The university students had the opportunity to create a method for experimental classes, develop a plan, and put the proposals into practice, while interacting with the local cultural diversity, strengthening the inseparability among teaching, research, and university extension. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

It is sought, through a genealogical perspective (Foucault, 2015), to present the window game that configures the establishment of Specific/Special Didactics of Chemistry in the courses of formation of Chemistry teachers in Brazil. The analytics proposed here follows the historical line of the conformation of a notion of Didactics from the perspective outlined by Comenius (2006), going through the production of archives that materialize its development in the national scenario, until the displacement of General Didactics, originated from Pedagogy, for Specific/Special Didactics, located in the other degrees. The intertwining of these forces follows the bias of the emergence of Specific/Special Didactics of Chemistry in the Brazilian scenario, with the inheritance and promise-slogan that the mastery of didactic techniques would guarantee the formation of a teacher capable of teaching everything to everyone. [ABSTRACT FROM AUTHOR]

In this article, we present a multidisciplinary analysis model to investigate discursive interactions in Chemistry classes. We use Basil Bernstein's sociolinguistic theory, whose concepts allow relating the microcontext of interactions in the classroom with the broader social context, the types of initiation proposed by Hugh Mehan from interactional ethnography, and notion of communicative approach of Mortimer and Scott, which makes to characterize the genres of classroom discourse. The union of these different perspectives constitutes our model, in which we relate the analysis of the degrees of framing and classification with the types of initiation and communicative approach, to explore the intersection between the interactional and epistemic dimensions of discourse. We used the model in the exploratory study of pedagogical practices of four Chemistry teachers, who teach in different schools. Through this analysis and its results, we were able to characterize the relationships between the different dimensions of the pedagogical discourse of chemical knowledge, which suggest both the communicative approach and the types of initiation are guided by the degree of classification presented between the different types of knowledge. [ABSTRACT FROM AUTHOR]

Chemical knowledge makes possible the understanding of the transformations that occur in Nature, as well as contributes to the formation of critical citizens prepared for the decision making in the solution of daily problems. The learning of chemical concepts is most effective when students participate in the process of building this knowledge. This work is a cut from a master's thesis aiming to verify how the construction of chemical concepts occurs during an Inquiry Teaching Sequence (ITS) with the theme of milk adulteration, developed with a group of deaf students from high school, in a bilingual perspective. The research was carried out in a qualitative approach using action research. The ITS was realized in three stages: i) initial conceptions, problematization and hypothesis collection; ii) experimental activity; iii) systematization and post-experiment discussion. The research data were collected from participant observation, class recording, student productions, questionnaires applied before and after the ITS and the semi-structured interview. At each stage, analyses seeking possibilities for constructing chemical concepts based on the topic addressed were sought. The results indicated that the ITS allowed the students to build a more reasoned argument when discussing the topic addressed and in the solution of the proposed problem, contributing to the apprehension of chemical concepts, promoting intellectual development and autonomy. Furthermore, the debate on the subject and classroom communication in the mother tongue of the deaf (Libras) allowed the construction of scientific concepts and promoted greater involvement of students in the activities carried out. [ABSTRACT FROM AUTHOR]

The search for qualified teaching and learning processes demands a careful look at the curriculum understanding of chemistry teachers as well as at the ones discussed throughout their education. Thus, the objective of this research was to analyze how senior undergraduate students of a Chemistry Degree course understand the curriculum. For this, we conducted an interview with senior undergraduate students of the course in question, whose transcripts were analyzed through Discursive Textual Analysis. Results suggested that students demonstrated understanding of curriculum sometimes polarized for prescription, sometimes for construction. These plural understanding allow us to reflect on the curriculum construction of these future teachers. In addition, the research contributed to (re)thinking modes of intervention in initial teacher education, what cooperates for autonomous and critical curriculum construction processes in the future profession. [ABSTRACT FROM AUTHOR]

Chemistry teaching has been undergoing attempts at re-engineering. In this sense, several strategies are emerging or being adapted to make it more effective for student learning, by strengthening critical thinking, communication and collaboration skills, in addition to technological literacy. This article points to changes and innovations, as we discuss the use of an Alternative Reality Game (ARG) as an evaluative strategy in the teaching of chemistry. This type of game consists of an interactive narrative set in the real world. The research presented is of a qualitative nature and was carried out with 35 students (n = 35) from an initial training course in science teaching. The data were systematically analyzed and categorized. The results show that the ARG positively influenced collaboration between peers and increased the students' ability to solve challenges by covering different levels of representation of chemical knowledge. The study shows evidence that ARG can be used as a learning assessment strategy of a formative, diagnostic and self-assessment nature. Finally, we present an evaluative model using the ARG that can be applied at different levels of learning in chemistry. [ABSTRACT FROM AUTHOR]

Learning chemistry in the 21st century should emphasize higher-order thinking skills such as metacognitive and problem-solving skills besides cognitive learning outcomes. Metacognitive needs to be improved so students can practice organizing, monitoring, and evaluating their thinking process in solving chemical problems. Problem-solving needs to develop to train students in making the appropriate decision and scientific explanation when encountering chemical issues. Based on observation results, the metacognitive and problem-solving skills of a pre-service science teacher in Malang, Indonesia, were low. Metacognitive and problem-solving skills are affected by academic-self regulated learning (ASRL) by students. This study aimed to know the effect of the Strategy Meets Augmented Reality Technology-using Problem Based Learning (SMARTPBL) and Academic-self regulated learning (ASRL) on improving metacognitive and problem-solving skills in learning chemistry. The SMART-PBL was modified by Problem Based Learning (PBL) strategy, which assisted by Augmented Reality technology as visual media. The research subject was 64 pre-service science teachers divided into control and experimental class, respectively, of 32 students. The research design was QuasiExperimental, with Nonequivalent Control Group Design using factorial 2x2. The trial class performed SMARTPBL, which showed a more significant influence on metacognitive and problem-solving skills than the PBL class. The SMART-PBL not interacted with ASRL to improve metacognitive and problem-solving skills. By implementing SMART-PBL improves not only metacognitive and problem-solving skills but also evokes creative and critical thinking, communication, and scientific reasoning skills that appear in students during learning chemistry. [ABSTRACT FROM AUTHOR]

In science education, it is necessary to plan classes to promote Critical Thinking, with the objective of training young people to use scientific knowledge in their decision-making, overcoming naive beliefs and fallacious information present in the social environment. This research presents the analysis of an investigative case whose objective is to contribute to the expansion of Chemistry teaching practices that seek the development of Critical Thinking. The case was built from an educational design process and was analyzed in order to show some of its characteristics favorable to the development of Critical Thinking. It was observed, from the research process, that the case has the potential to generate empathy in students for telling a story that emerges from their realities, intensifying the subjects' engagement in decision making and, consequently, promoting Critical Thinking. [ABSTRACT FROM AUTHOR]

The work is an investigation of the intentionality of developing critical thinking and teaching CTS in didactic sequences of Chemistry. We sought to investigate, using an evaluation tool for the promotion of PC / CTS, whether the didactic sequences produced by 14 chemistry graduates in 2019 presented the PC / CTS approach. The study has a qualitative approach, is of the participant observation type and has as research corpus the 14 didactic sequences. For data analysis, an instrument for the evaluation of teaching materials with the PC / CTS approach was built. As a result, most didactic sequences showed a greater intentionality in addressing the CTS aspects, in comparison to the intentional use of the mobilization of PC capacities. And the analysis instrument was effective, as it contains important aspects of the two approaches. [ABSTRACT FROM AUTHOR]

The students' participation in tree-dimensional modeling activities in Science Education has been a topic not yet explored in researches. In this context, the research aimed to present and discuss the reflections of future chemistry teachers' about the three-dimensional modeling process as a strategy for teaching and learning the enzyme-substrate interaction. For this, fifteen students of the 7º period of graduating in Chemistry carried out a sequence of scientific modeling steps proposed in the literature and adapted for tree-dimensional modeling. The information was generated through of drawings, interviews, personal reports and research diary, followed by transcription and thematic analysis. The results show that students' participation in tree-dimensional modeling activities made it possible to: (i) evidence a significant learning on the enzyme-substrate interaction; and (ii) contributions to teacher training. This study was done in order to enable reflection on the implications of the use of 3D printed models design in their future teaching practices. The study notes suggest that the tree-dimensional modeling process presented can guide teachers and researchers in practical activities to build knowledge in the classroom, above all, they can contribute to the discussions about the students participation in modeling activities. [ABSTRACT FROM AUTHOR]

How knowledge on lab activities in chemistry teaching is characterized and made explicit in the components of a curriculum is here under examination. The textual productions making up the subject portfolio of a chemistry undergraduate course in a Brazilian higher education institution is analyzed. Discursive textual analysis was used on the corpus. Among the results the following stand out: a) knowledge concerning the valor of student participation in lab activities; b) retention and transformation of the students' perception concerning the association of lab activities and motivation; c) making explicit the need to respect the physical integrity of students and environment in lab activities. Following that, the knowledge of the students is analyzed based on Paulo Freire's progressive education references, as well as on Eduardo Nicol's vertical and horizontal structures' categories. From this analysis, changes and permanencies of knowledge of the undergraduates were inferred, indicating the appropriation of what was studied, such as: the possibility of experimental activities giving rise to questions, the need to favor the explanation of the students' initial knowledge and respect for the physical integrity of the students. subjecting them to dangerous experiments. On the other hand, it was possible to characterize the permanence, more vigorously, of an initial knowledge about experimental activities that understands them as motivating. It is also interpreted that the identified knowledge transformations and permanencies valued, to some extent, the approach adopted in the study of lab activities in chemistry teaching in the initial training of chemistry teachers. [ABSTRACT FROM AUTHOR]

In this work, we draw on studies involving multiple representations and multimodal representations and investigated classes on the molecular kinetic model, from episodes of interaction between a chemistry teacher and her high school students, which were recorded on video and analyzed through microgenetic analysis techniques. In the classes, students were invited to propose representations for three phenomena observed through experiments. The teacher led the following classes around the evaluation, negotiation and improvement of the representations. We realized throughout the activity that communication had a multimodal character and the teacher represented the same phenomenon through speech, drawing, gestures and experimental apparatuses. Performance and multimodal interaction analysis allowed us to characterize transition routes among semiotic modes. These transitions were important for the meaning making, providing some productive constraints. The teacher's performance made it possible to perceive affordances involved in the use of multimodal communication and multiple representations. [ABSTRACT FROM AUTHOR]

This research aimed to carry out a survey and analysis of the state of the art of the Web 2.0 tools in Chemistry Teaching since the appearance of Web 2.0 in 2005 until the year 2015. We analyzed the production of 6061 articles/communications in four scientific journals and four scientific proceedings. We found 122 papers on Social Web in journals and 217 in scientific proceedings, of a total of 1971 publications delimited by ICT, with 103 publications exclusively devoted to chemistry teaching. In addition, it presents the use of some Web 2.0 resources and how these are being inserted in the chemistry teaching, highlighting a brief summary of published articles. Despite the publications in the area are not homogeneous, the results show a small growth in research using Web 2.0 in chemistry teaching in its first decade. This article, in addition to presenting an overview of Web 2.0 tools in chemistry teaching, serves as the basis for the expansion of research in the area and in the development of new studies. [ABSTRACT FROM AUTHOR]

The teaching of basic knowledge about citizenship education is one of the objectives present in the PCNEM, however, how this should be done in higher education institutions is still a question to be investigated. Research is justifiable since the teaching of chemistry is of fundamental importance for human development in the social environment and understanding how it is processed is the fundamental tool to find ways to improve our educational system. Thus, the present work sought to investigate in two educational institutions (one of the federal network and another state), if these, in their pedagogical practice, work in the discipline of Chemistry, a teaching that, besides the knowledge necessary for the job market, also focus on training for citizenship, as foreseen in the national curricular guidelines. In this research, a research on the official documents of the institutions under analysis was used as the first methodological procedure, followed by an investigation in the lesson plans provided by the teachers and, finally, an analysis of the pedagogical practice of these teachers. The results obtained in this research point out that when dealing specifically with the Chemistry discipline, it can be noted that, in the official documents (PPP and Course Plan) they present data that, in general, point to a teaching of Chemistry that contemplates the formation of citizenship, but in the plans of classes provided and in the classes observed, the signs of a teaching directed to the formation of a citizen being are very vague, not having a direct relation of the teaching of Chemistry with the formation for citizenship in the school environment. [ABSTRACT FROM AUTHOR]

In this work are presented the results obtained during the application of the ludic activity on some chemical concepts. The ludic helps students to be motivated by learning during the teaching process. Thus, students are able to assimilate abstract chemical concepts more effectively using some differentiated activity of low cost and in the classroom itself. Not needing another physical space of the school for this activity. During the application of the same, colored styrofoam balls of different sizes were required to represent the different chemical elements present in the chemical structures presented to the students. This case study happened in the second half of 2014, that is, after the teacher of the discipline presented the programmatic contents in a traditional way for the students of the first high school series of the José Bonifácio State College, a school located in the municipality of Paranaguá, Paraná, Brazil. In the first class, before starting the ludic activity, a multiple-choice evaluation was applied to evaluate how much the students remembered the contents previously developed by the teacher of the discipline in a traditional way (Annex I). In the second class, the ludic activity was applied. In the third class, another evaluation was applied, with more difficulty in the questions, to detect the level of learning of the content worked in a ludic way (Annex II). From the results obtained, in the traditional teaching method, only 7.2% of the students evaluated were able to score above the average value of the questions. Already after the application of the ludic activity, 97.3% of the students surveyed achieved a set number above the average value of the questions. This fact demonstrated the methodological efficiency used, as well as the reality that differentiated activities really motivate learning, as well as allowing students to assimilate and store this knowledge for a longer period of time. [ABSTRACT FROM AUTHOR]

The main objective of that article is to understand how to use free softwares as methodological tools for chemistry teaching within Redenção's council public schools, in Ceará - Brazil state, from the teachers and students point of view. Asking them what are the main challenges experienced by the teachers and high school students about chemistry teaching with the use of free softwares andhow would be the experience of knowledge mediation through free softwares. Using the qualitative approach with a research-action study with five teachers and eighteen high school students, it was verified that the teaching and learning of Chemistry in the state school system of Redenção used the computer lab, but did not work with software. The main difficulties pointed by teachers for not using them were: technology lack of control with free softwares, Linux/Ubuntu operating systems limits; softwares in foreign language, softwares' limits, and lack of knowledge of software for chemistry teaching use. Both students and teachers believe in free softwares use viability to turn the teaching-learning more interactive, more contextualized, and more concrete, and show interest to use those methodological tools, especially states of matter, concentrations and build your molecule softwares. [ABSTRACT FROM AUTHOR]

We present research results that aimed to identify if there an adequacy of the working conditions of the professors of Chemistry in the High School of the State Teaching Network of Pernambuco, considering the health conditions of the teaching worker. According to the interviewees, there is a shortage of didactic resources in the area of chemistry that generates theoretical and conventional classes to the detriment of the students. The research was carried out through semi-structured interviews with teachers of six schools which are part of the Program of Integral Education (PEI) of the High School of the State Network of Pernambuco (4 with full-time and 2 with semi-integral), as a research of the ethnographic type. There is also an overload of teaching work in general in this educational network, which generates illnesses, but these teachers avoid requesting leave because the work link they have with these schools does not allow this, under pain of Lose the bond with these full-time schools and thereby the gratification they receive. [ABSTRACT FROM AUTHOR]

This article presents an analytical tool for studying the epistemic dimension of the classroom discourse of Chemistry. Based on the concept of semantic waves derived from the Theory of Legitimation of Codes and the notion of pedagogic link-making, the analytical tool seeks to explore the forms and the organization of chemical knowledge in the instructional discourse. In the analysis' model used in the construction of semantic profiles we included the different levels of chemical knowledge and notions of systemic linguistics in relation to contextualization / decontextualization in academic discourse. The developed tool was applied in the illustrative analysis of two classroom episodes of two chemistry teachers in high school. The analysis revealed different variations in the semantic profiles among teachers, whose movements were associated to the presence of pedagogic link-making. The tool has demonstrated the potential to differentiate the forms of chemical knowledge present in teachers' classroom discourse and the discussion of the results relates the variation and distribution of these forms with the segmentation and construction of scientific knowledge. [ABSTRACT FROM AUTHOR]

Research carried out to investigate the construction of arguments shows that students make more progress when they argue about a certain topic collaboratively. Over the last two decades, this finding has resulted in a significant body of work aimed at developing actions with the purpose of promoting collaborative argumentation in virtual learning environments by science students. In this scenario, the need arises for analytical tools that can classify and investigate messages submitted in argumentative discussions in online forums. The aim of this article is to present the theoretical conceptions that supported the development of an Analytical Framework to analyze discussions of this nature, as well as to describe its application in the context of teaching chemistry, based on undergraduates solving case studies of a socio-scientific nature. The Analytical Framework made it possible to synthesize information capable of subsidizing discussions at a level of argumentative production, level of argumentative complexity and level of conceptual quality of argumentative discussions in online forums. [ABSTRACT FROM AUTHOR]

This work has as its theme the importance of Libras (Brazilian Sign Language) for chemistry teaching for deaf people. The language has an essential role in the formation of people. Through it is possible to transmit customs and knowledge, thus developing also new knowledge. The Libras is the natural language of signs of the deaf born in Brazil. Through the Libras, deaf can communicate freely and understand matters even complex, given that the cognitive ability of deaf is normal and sign language is a real language. However, it observes that existing chemical signals are minimal compared to the wealth of chemical content and its constant presence in our daily lives. This work was in addition to analyzing the importance and the real meaning of the signs for the deaf, noting the need to create new chemical signs and the importance of chemical education for the deaf. For this, we also discussed how the acquisition of language is, relevant concepts about deafness and deaf, moreover, part of legislation and general knowledge in Libras. The methodology consisted of a literature, which was used as support authors of this area as Skliar (1997), Moura (2000), Sacks (2010) Goldfeld (1997), Quadros and Karnopp (2004), Quadros and Cruz (2011), Smith (2005), among others. For the mapping of chemical signals that was done, the main resource was the Encyclopedic Dictionary illustrated trilingual Brazilian sign language Capovilla and Raphael (2005). From this, it was concluded the importance of sign language for the deaf and for an inclusive society. Just as it is right of the deaf to receive education in their native language, it should also be entitled to expand their language, for an amplification of possibilities. [ABSTRACT FROM AUTHOR]

Este texto aborda as concepções que onze professores indígenas de dez diferentes etnias, possuem sobre o ensino de química. A investigação, de abordagem qualitativa, envolveu estudantes do curso de Licenciatura em Ciências Matemática e da Natureza da Faculdade Indígena da UNEMAT. Foi utilizado um questionário com três questões abertas. Os dados foram interpretados pela Análise de Conteúdo. Sobre as aulas de química que tiveram emergiram: dificuldades, trajetória positiva e aprendizagens construídas. Sobre o conceito de aula boa: compreensão de conceitos, experimentação e o planejamento/utilização de estratégias diversificadas. Como contribuições da química para a vida: compreensão da natureza, qualidade de vida e presença no cotidiano. [ABSTRACT FROM AUTHOR]

Este artigo descreve resultados de um subprojeto desenvolvido na pesquisa de Processos de Ensino e Aprendizagem em Ciências, vinculado aos Programas de Pós-Graduação em Ensino e Ensino de Ciências Exatas da Univates. Seu objetivo é investigar como os enfoques curriculares da educação CTS estão presentes em duas coleções de livros didáticos dos três anos do Ensino Médio do Programa Nacional do Livro Didático. O referencial metodológico foi abordagem qualitativa e análise de conteúdo. Foi categorizado duas dimensões: “A" (Discurso/Informação), “B" (Ensino/Aprendizagem) e 15 indicadores. Como resultado obtivemos um total de 909 episódios (A e B), destes 554 foram “A" e 355 “B". Concluímos que os exemplares abordam os elementos CTS de forma distinta e contextualizada. [ABSTRACT FROM AUTHOR]

Este estudo teve como objetivo geral identificar saberes populares da produção artesanal de vinagre de vinho, com o intuito de viabilizar ações que contribuam com um ensino de Química contextualizado. Com uma abordagem qualitativa e metodologia com “inspiração etnográfica", com agricultores da Região Fronteira Noroeste do estado do Rio Grande do Sul, Brasil, os discursos foram coletados por meio de entrevistas com três agricultores e a análise, realizada mediante a identificação de categorias dos saberes populares e suas relações com os saberes escolares e acadêmicos. Constatou-se que todos relatam o saber da produção do vinagre de vinho, oriundo da família, como forma de reaproveitar cascas de uva e de vinhos. As técnicas utilizadas pelos três entrevistados foram muito semelhantes, sendo possível identificar a explicação de reações químicas. [ABSTRACT FROM AUTHOR]