Navegando por Autor "Borges, Márcia Narcizo"

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Ensino de Química água e suas implicações na qualidade de vida
(Universidade do Estado do Amazonas, 2016-09-06) Chacon, Eluzir Pedrazzi; Borges, Márcia Narcizo; Soares, Haron Lucas Barbosa Nigri; Cotelo, Patrícia Fernanda da Silva Moraes
This paper describes how the generator theme "Water and its implications for quality of life" was used to promote a discussion from the perspective of Science, Technology, Society and Environment in order to contribute to Chemistry Teaching in citizen perspective. A teaching methodology was developed under the "Institutional Program for Scholarships for Beginner Teachers" and was applied during chemistry classes taught to students of the 2nd year of high school in a public school in the city of Niterói - Rio de Janeiro. The water crisis that hit the Southeast in the years 2014 and 2015 and the importance of basic sanitation as the backdrop for discussions that led to the understanding of the ideal characteristics that water for human consumption should present. Several properties of water have been studied with emphasis on the determination of the pH of various samples brought by the students. Classes had great participation of students, promoting dialogue and meaningful learning about the content involved, particularly with respect to the nature of the acid-base character, because the dimension of this concept took on real meaning, extrapolated to an economic and social context. Keywords: Water. Chemistry Teaching. Environmental Education.
Produção de materiais didáticos acessíveis para o ensino de química orgânica inclusivo
(Universidade do Estado do Amazonas, 2018-01-02) Paulo, Paula Rodrigues N. F.; Borges, Márcia Narcizo; Delou, Cristina Maria C.
The rights for the visually impaired persons have evolved greatly over time, earning both legal and academic gains so that law guarantees inclusion of these students in regular Education. However, the teacher is not always prepared to work with these students. When it comes to Chemistry Teaching in both Basic Education and undergraduate courses, the main problems are lack of accessible and inclusive didactic material; lack of proposals of inclusive teaching methodologies and lack of adequate trained teacher. In Organic Chemistry study, understanding the different structural and spatial arrangements of molecules is fundamental. However, for most of the students, understanding the arrangement of molecules in a three-dimensional context is particularly difficult. Knowing that this difficulty of teaching / learning is maximized when the teacher has students who are blind or have low vision in the classroom, an inclusive kit was elaborated for the three-dimensional study of organic compounds. The kit and the suggested method were evaluated and validated in a training workshop for undergraduate students of Chemistry at UFF, who have scholarships awarded by the Program for Scholarships for Beginner Teachers (In Portuguese: Programa Institucional de Bolsas de Iniciação à Docência – PIBID). Key words: Chemistry Teaching; Visual Deficiency; Organic Chemistry; Inclusive kit.