Minicurso como estratégia propulsora na assimilação da aprendizagem em conteúdos de termoquímica na educação básica

Abstract

In this work of conclusion, of course, I present all the elaboration, methodology, application, and results of a work done during the undergraduate chemistry degree in chemistry in the discipline of Supervised Internship 2, which, had as a teacher the Professor Dra. Viviani Alves de Lima at the Federal University of Uberlândia (UFU). We know that at a certain moment of graduation, we have to take initiatives and go into the classroom teaching, even with fear, with mistakes and attempts we have to face it. However, this experience was one of the first experiences I had with high school, where I taught mini-courses for 2nd-year high school students at a public elementary school in the city of Uberlândia in the state of Minas Gerais. The main goal was to choose a chemistry course content that the school teacher could not deliver during the school year because the number of classes was reduced, due to a strike in 2018, and turn it into a mini-course, so you could at least pass on the basics of the content to the students. Among the topics I had a choice, I opted for Thermochemistry, because it was a theme that I had more mastery than the others proposed. However, when analyzing that this theme is already basic in the textbook, I tried to improve on some technological and industrial applications so that students could more practically assimilate the content and so the topic of fuels was added in the lesson plan. In order to be more efficient, I applied a questionnaire to the students before the mini-course so that I could get to know them better and understand the previous knowledge of the students about the topics addressed, for example, subjects relevant to thermochemistry, such as calories, joules, endothermic and exothermic processes, calorific power, fuels, energy, etc. During the mini-course I put into practice some exercises, mainly those that have been applied in vestibular editions and the National High School Exam (ENEM) in previous years, to emphasize that the content is also charged in the entrance tests to higher education. After being given the mini-course I applied a post-questionnaire to know if the students assimilated the given content and analyzed the answers. After this final stage, I was able to analyze in the questionnaires that most of the students understood what was proposed, being able to interpret some concepts of thermochemistry and realize the importance of it for their daily life. Some students were willing to pay attention in class and interact with the trainee teacher, while others appeared to be there by obligation, showing total disinterest to the topic addressed, consequently, when assessing the post-questionnaire it was possible to observe that they replied anyway, just to be able to have a document delivered. Despite the various situations, the mini-course was completed satisfactorily.