The electrochemical degradation of tetracycline hydrochloride (TeC) was comparatively investigated in artificial urine and chloride-containing media using a one-compartment filter-press flow cell composed of a Ti/Ru 0.3 Ti 0.7 O 2 dimensionally stable anode. The effect of the current density (10-40 mA cm −2 ) on the removal levels attained for TeC and total organic carbon (TOC) (in both media), as well as for urea and creatinine in artificial urine medium, was assessed. The TeC removal rate in the artificial urine medium was much lower than in chloride-containing medium, probably due to the higher consumption of the electrogenerated active chlorine species by the urea and creatinine in the artificial urine medium. Moreover, the obtained removal levels for the urea and creatinine were negligible at current densities lower than 30 mA cm −2 . As TOC abatement was also very small, it is possible that TeC oxidation leads to intermediate compounds. Thus, if current densities less than 20 mA cm −2 are applied, TeC can be selectively removed.
The inquiry-based approach is a teaching strategy that facilitates students learning scientific concepts and about the nature of chemistry through experimental research, allowing them to participate in chemistry classes as researchers. The methodology employed in chemistry learning in Brazil is based on the traditional teaching approach, and little consideration is given to the way the inquiry-based approach can be used to meet students' individual psychological needs. The aim of this study was to implement the inquiry approach in the reality of Brazilian schools and to investigate how these activities contribute to increasing the intrinsic motivation to learn chemistry. The methodology was based on the application of inquiry-based activities (using chemistry kits, experiments were conducted with high school students from public and private schools). In this work, the chemistry teacher in the class himself is the researcher and the person who applies the activities. Data were collected from an adapted version of the Intrinsic Motivation Inventory applied to 224 Brazilian students aged 15−18 and interviews with 25 students. The results were analyzed using descriptive statistics, inferential tests, and simple interview categorization, using the Self-Determination Theory as a theoretical framework. The results reveal that it is possible to implement inquiry activities in the reality of Brazilian public schools and that these activities increase the intrinsic motivation of students promoting interest, effort, recognition of the importance of the activity, and a low sense of pressure and tension. Several contributions in the area of chemistry teaching, in terms of methodological proposals, have been disseminated as alternatives to the traditional methods of teaching employed in schools. The implications of these findings for future research and practice in limited classroom environments are discussed.
Science dissemination or popularization
of science refers to the
act of facilitating the understanding of research and works of scientific
and/or technological origin among the general public. Science dissemination
is a relevant issue in the realm of public policy. Considering that
in Brazil, the university is responsible for most of the scientific
knowledge production, one of its core obligations is to promote activities
intended to disseminate the knowledge produced. The dissemination
of scientific knowledge is extremely important because when science
has little prestige among the general population, several problems
are bound to occur as society’s image of chemistry, which is
not always positive, is often related to negative and equivocal facts.
This article discusses the use of science dissemination as a tool
for bridging the gap between high school students and the university,
aiming at bringing them closer to each other and fostering the dissemination
of scientific knowledge and research. A lecture was developed based
on the partnership between scientific communicators and researchers.
The lecture, which was presented to about 110 students from three
public schools, was held in a public university in Brazil for a year,
and the impact of the lecture among the attendees was analyzed through
questionnaires and interviews. Answers to the questionnaires revealed
that the lecture helped promote the importance of chemistry and boosted
students’ interest in the field and in the university. The
interviews conducted show that students are more interested and likely
to learn chemistry and to acquaint themselves with university research.
The results point to the potential of such lectures in helping disseminate
university research and the responsibility of public universities
toward the dissemination of science.
No campo da psicologia educacional, muitos estudos têm diagnosticado constructos como a autoeficácia de estudantes, mas poucos propõem intervenções e avaliam seu potencial para a mudança da autoeficácia. Este estudo avaliou o potencial de palestras de química para a promoção da crença na autoeficácia através de atividades de divulgação científica aplicadas para estudantes do primeiro ano do Ensino Médio de três escolas públicas ao longo de um ano. O estudo é de natureza qualitativa, pautado em entrevistas semiestruturadas com estudantes e professores e seguido da categorização e análise dos resultados. Dentre os fatores que forneceram indícios de fortalecimento das crenças de autoeficácia, destacam-se o aumento do interesse pela química, melhor compreensão dos conceitos químicos e melhor compreensão da natureza da química, bem como do aumento do esforço aplicado para o aprendizado. Tais resultados foram corroborados pelas observações dos professores, à medida que aprofundaram o olhar para suas turmas e notaram particular aumento do esforço e interesse, embora não tenham observado mudanças em toda a sala de aula. Dentre os aspectos das palestras que contribuíram para os resultados, destacam-se a promoção de interação entre os estudantes, engajamento e envolvimento cognitivo a partir das dinâmicas das apresentações, temas das pesquisas científicas, espaços não formais utilizados e formação dos apresentadores. Entretanto, aspectos relacionados à avaliação escolar e falta de diálogo entre professores e estudantes são fatores limitantes dessas atividades para o diagnóstico, intervenção e acompanhamento das turmas. Questões relacionadas à importância de estudos longitudinais para avaliação da crença na autoeficácia também foram apontadas.
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