The Case Study (CS) method is a teaching methodology based on constructivism and centered on students, which actively develops their learning. Through the study of a case, which can be a real or fictional story based on everyday life, the student is asked to solve a dilemma and thus is expected to develop higher skills. Through this systematic review, it was possible to analyze the research studies about the CS methodology in the area of chemistry teaching in the past decade (2010 to 2019) in relation to the objectives sought with the use of the method, formats of application, and main results obtained. The research was carried out using the SciFinder and Education Resources Information Center databases. A total of 42 articles were analyzed, most of them focused on higher education, and covered several chemistry areas with emphasis on general chemistry. Most of the time, cases are applied to small groups of students, which seeks to promote dialogue and collaboration. The results of the articles indicate that the CS method can be effective for developing higher skills such as critical thinking and communication, in addition to stimulating curiosity and engagement. However, concerning the subjects’ perceptions involved in the researched contexts, some teachers are resistant, but most students are receptive and approve the CS employment in the classes.
Scientific articles have been explored as a didactic resource in the teaching of Biochemistry, as well as in other areas of science. This teaching strategy contributes to the learning and understanding of specific concepts, and development of the skills, necessary for the research training of students. The present study investigated the use of scientific articles in the Topics in Metabolism course, which was offered to Biochemistry graduate students, at the University of São Paulo. Instead of lectures and seminars, two main activities were used: directed study (DS) and discussion groups (DG). Both utilized and explored high impact publications with a recognized quality of intellectual production. In this active learning environment, the objective was to evaluate the perception of the students regarding the teaching strategy, and the level of effort each student expended to understand the course material. Data collection involved using the responses to open and closed questions, from two questionnaires. Then the Pirouette software was employed to perform the Hierarchical Cluster Analysis (HCA). The results indicated that 78% of the students had a positive perception of the teaching strategy and struggled less to understand the course material. On the other hand, 22% of the students had a less positive perception of the strategy and displayed a less intense course engagement. Ultimately, the results presented in the present study indicate that the adoption of this teaching strategy can help graduate students to develop the ability to read critically and thoroughly understand scientific materials, which are fundamental skills for future researchers.
A seção "Química e sociedade" apresenta artigos que focalizam inter-relações entre Ciência e sociedade, analisando o potencial e as limitações da Ciência na tentativa de compreender e solucionar problemas sociais. Mara Elisa Fortes Braibante, Denise da Silva, Hugo T. Schmitz Braibante e Maurícius Selvero Pazinato O hábito de beber chá está presente na sociedade há milhares de anos. A química envolvida nesse processo é importante de ser utilizada como estratégia didática para promover uma aprendizagem contextualizada da química orgânica. Neste trabalho, apresentamos a história, a origem, a química envolvida e a interface dos chás com a sociedade. Ainda propomos diferentes possibilidades de aplicação dessa temática no ensino médio. chás, química orgânica, ensino de química A Química dos ChásA tualmente o chá é uma das bebidas mais consumidas do mundo. Características como agradável aroma e sabor contribuíram para a popularização dessa bebida, mas é devido às suas propriedades medicinais que esta se espalhou pelas diversas culturas. Essas propriedades devem-se à presença, em sua composição química, de compostos biologicamente ativos como: flavonoides, catequinas, polifenóis, alcaloides, vitaminas e sais minerais (Schmitz et al., 2005).Os chás são preparados por infusões de plantas, que produzem em seu metabolismo substâncias com propriedades específicas, chamadas de princípios ativos. Neste trabalho, apresentamos um breve histórico e a origem dos chás, bem como alguns princípios ativos de plantas popularmente utilizadas na forma de infusão, abordando suas estruturas químicas e descrevendo suas propriedades medicinais, além de possibilidades para a abordagem desse tema no ensino de química. Breve histórico dos chásHá inúmeras citações e lendas a respeito da história dos chás, todas impregnadas de mistérios e fábulas. Apesar de não sabermos ao certo se são verídicas, elas apresentam dados com respaldos históricos que nos permitem compreender a importância dessa bebida desde a antiguidade. Uma das lendas mais conhecidas data de 2737 a.C. e relata que um imperador chinês teria sido o primeiro a saborear o chá. Segundo essa lenda, o imperador Shen Nung, que só bebia água fervida por medidas de higiene, em um de seus passeios, parou para descansar à sombra de uma árvore, quando algumas folhas caíram no recipiente em que ele havia colocado água para ferver. Ele não as retirou, observou-as e notou que a água ficou colorida. Impressionado, decidiu provar e achou a bebida saborosa e revitalizante. Não existem registros históricos que comprovem essa história, mas sabemos que os chineses produzem e utilizam o chá desde a antiguidade (Trevisanato;Kim, 2000; Senna, 2013).Uma das primeiras referências escritas sobre o chá foi no ano de 200 a.C., em que um livro chinês sobre plantas medicinais menciona os efeitos desintoxicantes das folhas do chá. Esse registro indica que nessa época já se explorava algumas propriedades medicinais dessa bebida (Valenzuela, 2004). Já na era cristã, nos séculos IV e V, os chás e suas propriedades s...
This article aims to perform a qualitative analysis on the questions produced by the visitors of the activity "Magic or Science?" of event Portas Abertas offered by a Brazilian public university. In event Portas Abertas of 2018, six experiments were presented to more than 100 visitors who interacted with the moderators through questions about practices. Therefore, the objective of this article is to analyze the character and the demand of the questions asked by the visitors of the activity and to classify them according to the components of the scientific explanation proposed in the literature. The questions produced were recorded with a voice recorder and in the researchers' field diaries. In general, there was a predominance of informative questions belonging to the subcategories of description and causal explanation, however it is highlighted that there was a satisfactory number of investigative questions of prediction. The questions classified with the investigative character and demand of the prediction type need a future action to be answered, that is, they favor the investigation on the scientific knowledge involved in the studied phenomenon.
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