Banca de QUALIFICAÇÃO: MARCELO MAX BORGES CALIXTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCELO MAX BORGES CALIXTO
DATE: 06/02/2020
TIME: 14:00
LOCAL: AUDITÓRIO DO NUPPRAR-UFRN
TITLE:

THE JIGSAW METHOD IN THE TEACHING OF STEREOISOMERS: APPLICATION OF A DIDACTIC SEQUENCE FOR THE DEVELOPMENT OF VISUOSPATIAL AND SOCIAL SKILLS IN CHEMISTRY CLASSES

KEY WORDS:

Cooperative Learning, Jigsaw method, Visuospatial abilities

PAGES: 50
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

Currently, it is necessary in the school environment, the implementation of strategies that facilitate the development of social skills, besides stimulating communication and cooperation between students. Cooperative learning in its Jigsaw method is an active methodology based on the collective and active participation of students, usually applied to small groups, in order to enable the cognitive development of students, through the exchange of materials and information, and cooperative social skills. In this sense, a didactic-pedagogical sequence was developed using the Jigsaw method, in a 3rd year high school class of a public school in Fortaleza-CE, in order to favor the visuospatial development of molecules in the study of stereoisomeria, concomitantly with the development of social skills. As theoretical references, we used research results on cooperative learning and the application of the Jigsaw method, stereoisomeria study and Vygotsky's socio-interinteractionist theory. For the collection of qualitative data of the research, the following were applied: observation protocol, video recording, face-to-face and virtual activities, pedagogical tests and questionnaires. The methodological course was developed in four stages: the first was the virtual activity on cooperative learning and Jigsaw method; the second consisted of the application of the Jigsaw method and construction of molecular models; the third referred to the application of the initial activity followed by collective pedagogical evaluation; the latter concerns the application of the individual pedagogical evaluation and methodology evaluation questionnaire on a Likert scale. With the application of the Jigsaw method it was noticed that the students worked collectively, in solidarity, collaborative and active, interacting and sharing their ideas, developing social skills. The visuospatial skills were developed from the construction of molecular models, contributing significantly to the teaching and learning process, found in the result of collective pedagogical evaluation. The results, obtained through the questionnaire, revealed that the Jigsaw method facilitates the learning of students and execution of activities, favoring the active participation of students.

BANKING MEMBERS:
Interno - 1138433 - LUIZ ALBERTO DA SILVA JUNIOR
Interna - 1298849 - MARCIA TEIXEIRA BARROSO
Interna - 433663 - MARTA COSTA
Presidente - 1412709 - NEDJA SUELY FERNANDES