https://repositorio.uema.br/jspui/handle/123456789/1960 Centro de Estudos Superiores de Caxias (CESC) 2026-09-21T20:14:21Z https://repositorio.uema.br/jspui/handle/123456789/6838 Título: Abordagens investigativas em livros de ciências do ensino fundamental anos finais Abstact: Inquiry science teaching is a didactic approach that has been recommended worldwide. This teaching can be implemented by teachers through activities in which students investigate a proposed problem and try to seek hypotheses, solutions and considerations to answer it. The center of this work aims to understand, through studies and discussions, about the teaching of science by investigation, in order to evaluate for the improvement of the quality of educational practices in public schools in the city of Caxias – MA. The research consists of a qualitative approach, where a survey was carried out of the questions aimed at the "Teaching Science by Investigation, with regard to investigative approaches in Science books in the final years of Elementary School in a time frame from 2010 to 2021, from elementary school to final years, from 6th to 9th year and analysis of the selected books. For this, detailed readings were carried out in the textbooks, from this reading, in general, the verification analysis was carried out according to the textual content, exercises, visual resources and additional resources proposed in this research; for this it was considered the organization and structuring in the analyzed books, in which the analyzed items were named as sections which were discussed. In addition, a brief history of Science Teaching through Investigation was presented as a review, focused especially on Science Teaching in Elementary School final years, as well as investigative approaches in science books. However, Science Teaching in the final years of elementary school makes it necessary to use a methodology with investigative approaches to connect teaching to the reality of students. With this study, activities with an investigative approach were included in the analyzed Natural Sciences books used in public schools in the city of Caxias – MA as suggestions to teachers to be carried out with students both outside and in the classroom. 2022-04-19T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6837 Título: Contextualização e experimentação no ensino de química: apresentando conteúdos de química para alunos do Centro de Ensino Inácio Passarinho Abstact: The Chemistry discipline has great importance in the training of students. However, students have difficulties in learning the content, being considered very theoretical and massive, observing demotivation and disinterest by most of them. Teachers have the role of preparing classes and providing information on the subject of Chemistry according to the school environment, and in order for students to ensure the understanding of the contents, experimental classes were created in the laboratory associating the subject with everyday life. Thus, this work, which was based on a 2019/2020 cycle extension project, and aimed to develop and present a methodological strategy for teaching Chemistry through laboratory experiments to improve the learning of students at the Centro school Teaching Inácio Passarinho in the classroom. For this, the project started with weekly meetings in order to prepare the materials for the classes and shortly afterwards the project was presented to the school's directors and Chemistry teachers to grant 25 of the second students to participate in the project, with the teachers' authorization the practical classes were worked on focusing on the premises of contextualization with students in the Chemistry Multi-User laboratory at CESC-UEMA. It was observed that the meetings and planning were crucial so that all stages of the project, such as prepared laboratory materials, prepared handouts, lab coats for the students, coffee break food, all of these previous items were concluded in a meaningful way. Among the materials produced, a booklet in which 10 simple Chemistry experiments were worked on, also being made available online and free of charge so that other teachers can use this resource. The contents studied in the classroom were assimilated in a more significant way by the students and the way of evaluating this measurement was qualitatively considering their participation, their doubts raised and also their errors, thus presenting a significant development of the classes and a greater assimilation of the students in the content, which confirms the importance of practical classes in the students' daily lives and in the process of learning the discipline of Chemistry, showing that this work presents a simple alternative way to further improve teaching and facilitate the learning process. 2021-09-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6834 Título: A percepção dos alunos e professores de química da Universidade Estadual do Maranhão-CESC/UEMA sobre o ensino híbrido e as metodologias ativas Abstact: The process of modernization of education was accelerated by the circumstances brought by the pandemic, educational institutions had to adopt other tools and adapt to continue the school year. This study addresses the use of active methodologies and hybrid teaching in the chemistry course at CESC / UEMA, during the COVID-19 pandemic. Many teachers were not familiar with the use of digital platforms in the educational environment, which made it difficult for teachers to handle some platforms. The remote mode was introduced momentarily and brought with it several adversities, among which the problem of internet connection and difficulties in accessing digital platforms stand out. Given the above, this study aimed to: describe how active methodologies have contributed to the teaching of chemistry in times of pandemic and more specifically aimed to characterize the teaching of chemistry at the Center for Higher Studies of Caxias - CESC/UEMA; identify which types of active methodologies are being used by chemistry teachers at CESC/UEMA, as well as, sought to investigate how active methodologies have contributed to the teaching/learning process and finally sought to specify active methodologies that can be used for teaching chemistry. In order to achieve the proposed objectives, a bibliographic survey was carried out on the subject of this work, later a sample calculation, public choice, preparation and application of the two-form form and, consequently, data analysis was carried out. The results show that teachers and students sought to adapt to the real situation of education in times of pandemic, most teachers are using active methodologies during classes that are being taught mostly by Google Meet. For students, the use of active methodologies made it easier to understand the contents, as the classes became more attractive. Therefore, it is concluded that, despite the fact that remote teaching was introduced in educational networks in an emergency, it may be that the hybrid system becomes a trend after the COVID-19 pandemic. 2021-09-17T00:00:00Z https://repositorio.uema.br/jspui/handle/123456789/6833 Título: Electroanalytical determination of the herbicide glyphosate in an environmental sample from the city of Gonçalves Dias, Maranhão Abstact: Glyphosate (GLI) is a non-selective contact and post-emergence herbicide, being one of the main pesticides most sold in Brazil. Due to the increased concentration of this herbicide in soils, rivers and sediments, and the consequent environmental and human contamination, the present work proposes the development of a carbon paste electrode (EPC) associated with a low-cost carbon nanotube (NTC) easy production for electroanalytical determination of GLI in surface water samples. For that, studies were carried out in the techniques of cyclic voltammetry (VC), differential pulse voltammetry (DPV) and square wave voltammetry (VOQ), where the specific parameters of each electroanalytical technique were investigated. Thus, the electrochemical measurements were performed using an Ag/AgCl (KCl) electrode as a reference electrode, an auxiliary Pt electrode and the working electrode of EPC and EPC-NTC in a cell with a capacity of 10 mL, being used a mini-potentiostat/galvanostat (Ω Metrohm) connected to a managed Notebook with a PSTART software 1.1 computer program. The best responses regarding GLI oxidation in VC were verified in 0.1 mol L-1 phosphate buffer, pH 7, at 50 mV s-1, in a potential range of 1.0 V to 1.2 V And in the composition of the working electrode, the electrode with the proportion of 90% carbon paste and 10% carbon nanotube was the one that could perform the best scan against GLI oxidation. The parameters selected in VPD were: α = 100 mV, t = 10 ms and v = 10 mV s-1. As for the VOQ technique, α = 50 mV, F = 50 Hz and ∆E = 10 mV. In the repeatability study between the VPD and VOQ techniques, values of 1.03% in VPD and 0.18% in VOQ were obtained. As for the reproducibility study, the values were 1.08% in VPD and 1.50% in VOQ. The analytical curve performed using the VPD technique showed a correlation coefficient of 0.99949, with a LD = 5.14 x 10-6 mol L-1 and LQ = 1.71 x 10-5 mol L-1. And the analytical curve in VOQ demonstrated a correlation coefficient of 0.99971, with a LD = 1.45 x 10-5 mol L-1 and LQ = 4.83 x 10-5 mol L-1. Finally, the electroanalytical determination of glyphosate in surface water was carried out by the curve extrapolation method, which allowed obtaining a concentration of 4.27 x 10-5 mol L-1, a value almost 3 times higher than the expected value of 1.48 x 10-5 mol L-1. However, it can be seen that the artisanal electrode developed from carbon paste associated with carbon nanotube, proved to be considered acceptable in the presence of interfering agents. It is also concluded that the method met the demands of quantification of the herbicide glyphosate. 2021-08-23T00:00:00Z