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HIGH SCHOOL STUDENTS' CONCEPTIONS ABOUT THE TEACHER ACTIVITIES DEVELOPED THROUGH THE PEDAGOGICAL RESIDENCE IN CHEMISTRY PROGRAM

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The pedagogical activities in the teaching of Chemistry developed by the Pedagogical Residency Program have been of paramount importance in teaching the learning of basic education students in Brazil. In carrying out these activities, the contextualization of the content is satisfactory, by associating themes directed to the student's daily life with the contents in the teaching of Chemistry, since, this method provides the development of the fundamental skills of the citizen, such as participation and critical thinking. The daily contextualization of the theory can be shown in practice and, thus, it has the capacity to enable more than information, it enables a more dynamic and comprehensive questioning of the contents. This article presents some series of didactic activity strategies developed by residents with the aim of helping students to better understand Chemistry classes, after verifying that students faced great difficulties due to the traditional way of teaching, such as memorize formulas and solve mathematical problems. Therefore, the objective of this study is to understand the students' conceptions about the practical activities developed through the Pedagogical Residency Program, Chemistry subproject, and linked to this, diagnose their main considerations about the Chemistry discipline. With the help of these activities, it was observed the importance of the same for the student's learning. The results showed that students see pedagogical activities and residency as something very positive and that it actually helps in their teaching and learning process. Copyright © 2021, José Carlos Oliveira Santos et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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HIGH SCHOOL STUDENTS' CONCEPTIONS ABOUT THE TEACHER ACTIVITIES
DEVELOPED THROUGH THE PEDAGOGICAL RESIDENCE IN CHEMISTRY
PROGRAM
José Carlos Oliveira Santos*, Josefa Vanessa Santos Araújo, Emerson Batista Souto, José Dimas
R. Garcia, Kênia Kiola Souza Farias, Tárcio Rocha Dantas, Breno Nascimento Ferreira, Maria
Gabriela Costa Melo, Rita de Cássia Limeira Santos and Anamélia Medeiros Dantas Raulino
Chemistry Pedagogical Residence Program, Laboratory of Environmental Chemistry and Biofuels, Academic
Department of Biology and Chemistry, Federal University of Campina Grande, Brazil
ARTICLE INFO ABSTRACT
The pedagogical activities in the teaching of Chemistry developed by the Pedagogical Residency
Program have been of paramount importance in teaching the learning of basic education students
in Brazil. In carrying out these activities, the contextualization of the content is satisfactory, by
associating themes directed to the student's daily life with the contents in the teaching of
Chemistry, since, this method provides the development of the fundamental skills of the citizen,
such as participation and critical thinking . The daily contextualization of the theory can be shown
in practice and, thus, it has the capacity to enable more than information, it enables a more
dynamic and comprehensive questioning of the contents. This article presents some series of
didactic activity strategies developed by residents with the aim of helping students to better
understand Chemistry classes, after verifying that students faced great difficulties due to the
traditional way of teaching, such as memorize formulas and solve mathematical problems.
Therefore, the objective of this study is to understand the students' conceptions about the practical
activities developed through the Pedagogical Residency Program, Chemistry subproject, and
linked to this, diagnose their main considerations about the Chemistry discipline. With the help of
these activities, it was observed the importance of the same for the student's learning. The results
showed that students see pedagogical activities and residency as something very positive and that
it actually helps in their teaching and learning process.
Copyright © 2021, José Carlos Oliveira Santos et al. This is an open access article distributed under the Creative Commons Attribution License, which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
INTRODUCTION
Chemistry is a science that studies the properties, compositions and
transformations of matter (Santos, 2021; Bergamo, 2012). Therefore,
the study of Chemistry is of fundamental importance for the student's
personal development, as it provides a critical view of the world
around him. But Chemistry, in general, is still seen as a difficult
subject to understand, since many students are unable to assimilate
how the concepts and chemical properties are associated, thus, they
end up opting for the memorization of the contents that they point out
to be important, which in most of the time it generates a
discouragement in the discipline. When associating themes directed to
the student's daily life in the teaching of the contents of Chemistry,
the contextualization of the content is satisfactory, since, this method
provides the development of the fundamental skills of the citizen,
such as participation and critical thinking. Since, the daily
contextualization of the theory can be shown in practice and, thus, has
the capacity to enable more than information, it enables a more
dynamic and comprehensive questioning of the contents (Viana et al.,
2021; Silva and Santos, 2019; Sousa et al., 2015; Santos et al., 2011).
Furthermore, teaching chemistry is considered very difficult from the
ISSN: 2230-9926
International Journal of Development Research
Vol. 11, Issue, 07, pp. 48714-48719, July, 2021
https://doi.org/10.37118/ijdr.22137.07.2021
Article History:
Received 18th April, 2021
Received in revised form
28th May, 2021
Accepted 19th June, 2021
Published online 28th July, 2021
Available online at http://www.journalijdr.com
Citation: Jose Rodrigo da Silva, Larissa Lopes Batista, Mateus Henrique dos Santos, Luís Paulo de Souza e Souza et al.
José Carlos Oliveira Santos,
Josefa Vanessa Santos Araújo et al. “High school students' conceptions about the teacher activities developed through the pedagogical residence in
chemistry program”, International Journal of Development Research, 11, (07), 48714-48719.
RESEARCH ARTICLE OPEN ACCESS
Key Words:
Pedagogical Activities, Chemistry,
Residence, Science Education, Chemistry
Teaching.
*Corresponding author:
José Carlos Oliveira Santos
first year, as it is in this series that you have the first notions of the
study of Chemistry, because during these period students are going
through phases of educational transitions, and for this reason already
demonstrate some learning difficulties (Souza et al., 2018). In this
sense, it can be added that the discouragement on the part of the
students to learn the contents in the school is attributed to the lack of
motivation caused in the great majority of the times by the
decontextualized and non-disciplinary way of the teachers to pass on
such contents, imposing a traditionalist rule, treating matters in a cold
and distant way from their daily lives (Fialho, 2011; Silva et al.,
2016). Based on this, it is necessary to use teaching methodologies
that relate theory to practice, arousing the student's interest in learning
the contents, using an attractive language capable of bringing him as
close as possible to his daily life. Theoretical and practical classes
cover a methodological style that I see as being very efficient to teach
different contents, thus arousing the curiosity and interest of the
students, which consequently improves the learning of the chemistry
contents. Practical classes have as main objective to provide the
student with a better understanding of the chemical nature from
concepts to its applicability by society, in addition, arousing interest
and curiosity in the discipline (Almeida and Santos, 2018; Silva et al.,
2020).
When referring to graduation, it must represent the fissure of the
small evolution of research in teaching. Also in this line, students who
are enrolled in higher education arrive with a different reality, as they
are accustomed to decorate mathematical formulas in a mechanized
way in order to achieve the necessary score in the entrance exam.
Upon entering university, your reality is turned completely upside
down, gaining a certain autonomy, independence and responsibilities
for your studies. In this way, it is important that there is a way out of
the convenience of just a spectator, assuming the position of
researcher when building knowledge in an integral and autonomous
way (Chaer et al., 2012). The practice of research promotes the
formation of new knowledge. Especially when putting the theory into
practice. Based on the philosophy that the objective of teaching is to
foster knowledge, it can be said that teaching and research practices
must be intimately linked in order to improve their pedagogical
practices and, as a result of this action, increase chances of spreading
even more perfected knowledge (Vilaça, 2010). For the author
Novikoff (2010), she affirms that research and teaching are two
essences intimately interconnected and of great importance, however,
it explains that the two actions are in practice when the pedagogical
area is treated, understood as distinct activities (Vilaça, 2010). The
author asks that teaching is done, among other ways, in the act of
researching. Research is done in the act of learning. Both have their
own paths, but they intertwine in the search for knowledge. Vilaça
(2010) and Santos (2020) point out that there is a great need for
experimental practice to be carried out in the classroom, but in
addition, there is even more the need and importance that both
considerations, results and conclusions may arrive to the classroom,
especially in schools. There is a great difficulty for these results to
arrive in the classroom. While objectivism in the area of Natural
Sciences, which develops without any adjustment, as it is the side of
exact science when working on investigative methodologies,
subjectivism on the part of the human and social sciences that acts
through established methods, however adapts them through their
needs on the part of research, such as Chemistry Teaching, for
example (Mól, 2017).
For Cavalvanti et al. (2010), when the purpose of Chemistry Teaching
is to build a link between school knowledge and the everyday world
of students in primary and secondary education in the basic network,
this becomes a major challenge. The chemistry taught needs to be
linked to the students' daily lives based on their reality, however,
most of the time the examples used by the students do not make any
connection with their daily lives. The educator tends to use in his
classes languages that he is not used to being quite scientific, in this
way, the student cannot understand and capture the content, having a
bad academic performance. In this way, the use of different
generative themes to approach Chemistry has been found ways by
education professionals so that students can have their attention
turned to science and become interested in the content covered
(Araújo and Santos, 2020). Analyzing the side of this perspective, at
the moment when the practice of studying phenomena and the reality
of everyday life is adopted, it can trigger situations that students may
have experienced that for various reasons are generally not
problematized and analyzed, consequently, in a a more systematic and
methodical view on a physical and social level (Wartha et al. 2013),
where it is necessary to give more attention to problematizing
education, replacing banking education, as this way enables the
student to have a critical insertion in the reality in which the same is
present when stimulating creativity and reflection on the phenomena
that surround it, defending the construction of students' autonomy
(Lopes, 2011). For Lisbôa (2015), experimentation in teaching
chemistry is one of the most important pillars of education that
support the complex conceptual structure of teaching chemistry. Not
being unique, it is interconnected with other pillars such as the one
built between the history of chemistry and the socio-cultural context
in which the student is inserted. In this way, knowledge about
chemistry becomes an essential cultural tool to put citizenship into
practice and, consequently, highlighting the importance in the
curriculum of the basic education network. Analyzing this line of
reasoning, experimental practices in the teaching of chemistry are
characterized as an important didactic strategy, as it helps to form a
favorable environment for the formation of approaches with
theoretical and symbolic dimensions, and, however, phenomena of
chemical knowledge. According to several reports in the literature, it
is evident how important experimental practices are in class in the
teaching of chemistry and science in general (Dantas et al., 2019;
Oliveira, 2010).
Experimentation is extremely important from the moment that it helps
the student to understand phenomena and complex concepts that
encompasses chemistry, when applied in the Teaching of Chemistry,
being considered an important pedagogical function. It is remarkable
the need that students have to participate in a playful and dynamic
activity during the teaching-learning process when referring to these
concepts and phenomena within the school context, maintaining the
connection between theory and practice (Costa and Santos, 2019;
Plicas et al., 2010; Salesse, 2012). Salesse (2012) states that
experimentation allows students to have greater contact with science,
because when manipulating objects accompanied by their ideas, it
makes the student able to think critically about the meaning between
themselves and the teacher during the contents. It is important that the
experimental practices are conducted in a pleasant way, that the
student feels at ease, that the student takes advantage of the discovery
of scientific knowledge and that he can share with others and not
generate a feeling of competition between groups, making there is an
exchange of ideas and curiosities when results are arising and
discussing them (Matias et al., 2019; Medeiros Filho et al., 2020;
Santos and Araújo, 2018). The function of carrying out the chemical
experiment is to make the theory, until then passed in the classroom,
be proven, leaving the mere concept to reality.
The Pedagogical Residency Program aims to expand and improve the
traditional relationship between theory and practice during the
training of undergraduates in some area of the degree, thus, a shared
training intervention between the Universities where the program is
expected is expected., linked, the graduating students that will be
inserted and the public schools that will partner with the University
(Santos, 2021). At the same time that the undergraduates are
accompanied by supervisors at the Universities of their subproject,
they will have the help of teachers (preceptors) linked to the public
school in which the Project will operate, which, consequently, will
help the public school teacher to obtain continuing education. in their
area of expertise (Moretti, 2011). The Program has the importance of
reaching a large mass of professionals and futures as well. The
experience allows residents to develop and maintain a commitment to
the school and the community in which the school is located; the
Program's time is totally focused on school activities, together with
the supervision of the preceptor and advisor, thus giving a unique
experience in which only graduation will not be possible, as it will
enrich the same with experiences also offer access to elaborate
48715 José Carlos Oliveira Santos et al., High school students' conceptions about the teacher activities developed through the pedagogical residence in
chemistry program
intervention projects aimed at to their area of expertise, allowing the
undergraduate to be able to carry out the teaching-learning practice
with the students and the experience that the undergraduate will
develop by being immersed in the school as a teacher and not just as
an intern, which puts him in a position with less commitment and
importance to the community, making it feel smaller (Giglioand
Lugli, 2013). For Sáand Garritz (2014), the didactic sequence has the
capacity to strengthen the relationships between the theory addressed
at that moment and the practices that will be developed. The practice
of this type of assessment tool is able to cover practical, social and
technical dimensions for everyday life. By putting the didactic
sequence into practice, the action allows you to integrate the didactic
content with the scientific contents, including social causes, practical
and technical dimensions. The didactic sequence is based on the
interconnection of the research generated by observation practices
and the concepts that are present. The production of didactic
sequences in the initial training of the licensee is based on the
students' learning to enable and thus transform their scientific
language capacities (Santos et al., 2016; Stutz and Cristovão, 2011;
Santos et al., 2017). The promotion of the activity contemplated the
actions of epistemology and pedagogy, in which the epistemological
that aims to build knowledge in action by interpreting reality and
everyday life, such as understanding scientific methodologies and
proving hypotheses; while the pedagogical one allows an intimately
linked interaction between the teacher / student and student / student
(Souza and Batinga, 2013). In this way, the didactic sequence aims to
take advantage of the knowledge that students have, evolving it and
giving importance and meaning to the science in which it is studied,
expanding their knowledge and enriching by putting into practice
teaching-learning with students at the same time putting science into
practice with the student's reality (Puhland Lima, 2016; Santos et al.,
2021). In this work, the importance of using practical-theoretical
classes in the chemistry discipline is shown, promoting the use of
low-cost materials in practices, contextualizing chemistry issues to
the student's daily life. In this perspective, the present work aims to
understand the students' conceptions about the practical activities
developed through the Pedagogical Residency Program, a chemistry
subproject, and linked to this, diagnose their main considerations
about the discipline of chemistry.
MATERIALS AND METHODS
The methodology used for this study consisted of a series of
pedagogical practices, which according to Franco (2015) are practices
loaded with intentionality and this is because the sense of praxis itself
is configured through the establishment of an intentionality, which
directs and gives meaning to action. Thus, experimental
methodologies, expository and dialogued classes and workshops held
in the classroom, Chemistry laboratory and multisport gymnasium
were used, all of these environments located within the school field of
research. The activities were carried out between March and
December 2019 at the EscolaCidadã Integral de EnsinoMédio
Orlando Venâncio dos Santos, located in the city of Cuité, in the State
of Paraíba, Brazil, with 50 students enrolled as study subjects. in the
2nd year of high school classes at that school. It is also worth
mentioning that these practices were mostly carried out during classes
in the subjects of Chemistry and Experimental Practices, which are
offered in the curriculum of the students subject to the research. In
Table 1, it is possible to observe the sequence of activities that were
carried out, as well as other specific points, such as: content covered,
duration of the class and discipline. This information is of
fundamental importance for a clearer understanding of what has been
worked on. To obtain data on the conceptions of the students who
participated in these activities, a structured questionnaire was
elaborated containing fourteen questions, two open and twelve closed.
These questions contained questions related to both the discipline of
Chemistry and the Pedagogical Residency Program, which were
prepared through the experience of residents of the Chemistry
subproject with students in basic education. Regarding the
verification of open questions in the applied questionnaire, we use the
concepts present in Content Analysis, where content analysis seeks to
know what is behind the words on which it focuses (Bardin, 1977). In
this sense, it is necessary to understand the message that students try
to convey in the face of the questionnaire responses, in order to
capture the main idea based there.
RESULTS AND DISCUSSION
The results of this work were obtained through the application of a
structured questionnaire, requiring a thorough analysis to obtain
coherent and concise information about the research. It is also worth
mentioning that the applied questions served as support for obtaining
feedback on the pedagogical activities carried out and, concomitantly,
understanding the students' conceptions regarding the participation
and language used by the residents of the Chemistry subproject. The
following are some Tables and Graphs that best show these results.
The first question contained the following question “Why study
Chemistry?” This question being of a discursive nature, with the
intention of students exposing their ideas about this discipline.
Therefore, it is possible to see in Table 2 the responses of the students
in a condensed form that is presented in a compact form, showing a
percentage of the number of responses cited in a similar / equal way.
From Table 2, a wide variety of responses can be observed in relation
to question 1, showing that among these, the highest percentages are
divided among students who answered that they did not know the
reason for studying Chemistry or left the answer blank, with those
who justified saying that chemistry is being studied in order to
understand chemical experiments, which totaled a percentage of 22%
in both responses. Then, it is notable to see that students argued that
studying Chemistry is important to acquire more knowledge (18% of
responses), to understand about its presence in everyday life (12% of
responses) and to learn scientific things (10% of the answers), in this
sense, it is evident that around 40% of the students have a significant
notion that, when studying this science, they will be able to relate it to
everyday life and thus learn new concepts in a clear way. It was also
observed that 8% of students study Chemistry, claiming that the
Government obliges them to such a situation due to the fact that it is
inserted in the curriculum of Secondary Education (Santos and Silva,
2019). Finally, the answers that were less cited are justified by
emphasizing that studying Chemistry is essential for academic
training and that it is an interesting subject. Based on student
responses, it is possible to verify the results obtained in question 2,
where the students were asked about what they thought of the
Chemistry discipline, since this question contained four alternatives
and among them it was possible to choose only one that most suits
them. it was convenient.
Thus, we see that the highest percentage of responses was 44%,
where students affirm that it is a very interesting subject and then
there are 26% in relation to the curious option, 20% in the option
boring and 10% in the fun option. In question 3, the students needed
to give an opinion on whether studying chemistry was important or
not, and the results of this question indicate a very significant
percentage of 86% of the students who affirm that the study of this
discipline is important and only a small portion disagrees about this
importance. Making a brief comparison between the data from
questions 1 and 2, it can be seen that while the students state that it is
important to study Chemistry, they see it as an interesting and curious
subject, and may consider this as one of the points with which they
associate this importance (Santos et al., 2016). The students were also
asked, in question 4, as to the level of difficulty they found about the
subject in question, where it was evidenced that almost half of these
students affirm that it is of an average level, however, little less than
the other half consider it as difficult and / or extremely difficult,
leaving only 6% that they think is easy. In this sense, Rocha and
Vasconcelos (2016) mention that the difficulties encountered in
learning portray the disturbances that hinder the normality of the
learning process, which leads to the failure to take advantage of its
potential. Regarding question 5, which said “Is Chemistry present in
your daily life?” It appears that 84% of the students affirm that
Chemistry is present in the daily life and the rest disagrees with this
statement.
48716 International Journal of Development Research, Vol. 11, Issue, 07, pp.
48714-48719, July, 2021
Taking into account the answers obtained in Table 1, it is possible to
see that among them, there is a percentage of 12% that justifies that a
reason to study Chemistry is because of it is associated with day-to-
day, which is possible to realize that this same portion of responses
comes to the fore when asked whether or not it is present in everyday
life (Santos and Santos, 2020). In question 6, students were asked
about the relevance of chemical concepts for society, showing that
about 98% of the answers that there is relevance, although it is little
or much, but they understand that Chemistry brings benefits. When
comparing the results, it is observed that there is a divergence
regarding the responses of both, in terms of the following passage,
where a percentage of 16% of the students stated that Chemistry is
not present in everyday life, but when asked about the relevance of
same for society, we found that only 2% of students claimed not to be
relevant. That is, a part of the students does not associate chemical
concepts with everyday life, but that same part of students affirms
that Chemistry is, yes, very important for society. In question 7, in an
open way, students were asked to relate some chemical concept with
something from their daily lives. Thus, Table 3 presents the citations
made by the students, which, at first, already shows that about 34%
did not know how to relate or left the answer space blank, becoming
quite contradictory with question 5, as only 16% of students said
there is no relationship between Chemistry and everyday life, that is,
a part of the students mentions that Chemistry is present in everyday
life, however, when asking for an example, they cannot make this
association (Sousa et al., 2015). It is also observed that water,
together with its physical states, were mentioned a lot, equivalent to
about 30% of the answers, this result is quite pertinent, because in
many cases water is mentioned as an example of several chemical
concepts and it is consumed by all students and, in fact, daily.
Another widely cited answer was about chemical reactions, where
students associated it with hair products, soot and fire, generating a
percentage of 20% on these quotes. Then, the responses less
mentioned addressed some chemical elements and drugs, where both
percentages were 8%. With regard to question 8, the students were
asked if they had already participated in any experimental activity in
Chemistry, and the result was quite expressive, as 98% said they had
participated and 78% of them even mentioned that it was more than
once. This result was already expected, as five experimental activities
were designed and worked with them, mentioned in Table 1.
However, this percentage of 2% who claims not to have participated
in any may be due to having missed all the classes that were
experimental practices, which took place once a month. Students were
also asked if they knew what the Pegagogic Residency Program was,
and the result was surprising, as around 60% said they did not know
what this program was, 26% said they knew little and 14% said they
knew. However, this percentage is impressive because the school
presents the subprojects of Chemistry, Physics, Biology and
Mathematics, all of which have been developed for approximately 1
year and yet students do not recognize the program through its
nomenclature. When students were asked about their participation in
activities developed by residents, the result showed that 27% of
students say that they always participate in activities, 51% participate
sometimes and 22% did not participate at all. However, this result
was also expected, as, as described in Table 1, there is a series of
pedagogical practices developed with and for high school students,
however, the percentage of 22% affirming that they did not
participate at all is quite contradictory, because when asked if they
Table 1. Sequence of activities developed
Subjects
Experimental practices Chemistry courses
Hours: 2h / class Hours: 1h / class
Experiments Contents Methodology Contents Activity
Recognizingandclassifyings
olutions
Saturated, unsaturated and
supersaturated solutions expositoryanddialoguedclass Hess's Law CommemorationofChemist's
Day
Alcoholcontent in gasoline Solubility expositoryanddialoguedclass ChemicalEquilibrium ChemistryMonitoring
Inflatingballoons Chemicalkinetics expositoryanddialoguedclass EquilibriumConstants Aid in elective discipline
In search of vitamin C Oxide-reductionreactions applicationofexamples EquilibriumConstants
Aid in applications and
corrections of weekly
evaluations
Homemadefireextinguisher Chemicalreactions correctionofexamples EquilibriumConstants
Assistance in bimonthly
simulation applications and
corrections
-
groupactivity ChemicalEquilibriumand
Constants -
expositoryanddialoguedclass Le ChatelierPrinciple
applicationofexamples Le ChatelierPrinciple
Table 2. Answers obtained about why to study Chemistry
CitedAnswers NumberofCitations Percentage (%)
Toacquire more knowledge 09 18
Because the government forces us 04 8
Tounderstandchemicalexperiments 11 22
To know about everyday things 06 12
Because I find it interesting 02 4
Tolearnscientificthings 05 10
Why it is essential for training in high school 02 4
I don't know or they didn't answer 11 22
Total responses 50 100
Table 3. Answers obtained in the relationship between Chemistry and the student's daily life
Cited Answers Number of Citations Percentage (%)
Water and its physical states 15 30
Medicines 04 8
Chemicalelements 04 8
Chemical reactions (hair products, fire, soot) 10 20
I don't know or they didn't answer 17 34
Total responses 50 100
48717 José Carlos Oliveira Santos et al., High school students' conceptions about the teacher activities developed through the pedagogical residence in
chemistry program
had already participated in experimental activities, only 2% said that,
therefore, this same percentage does not match that of question 10.
Question 11 referred to the presence of residents in classes, whether
or not it interfered in the students' behavior and, if so, they were asked
to justify it. Thus, the results show that 82% of students do not think
that the presence of residents interferes with behavior, on the other
hand, 18% say yes, choosing that they paid more attention to the class
and because the class did not mess up so much. In question 12, the
students were asked whether they had already sought any of the
residents of the Chemistry subproject to clarify doubts, thus, it
appears that 26% of the students said they had sought the residents
more than once to clarify doubts, 24% said they had sought once and
50% said they had never looked. However, despite the fact that half
of the students did not seek the residents to clear up any doubts, still,
the other portion shows that there is an open space in the relationship
between residents and students for this type of pedagogical practice.
The results of the question that asked if the residents' assistance
contributed to teaching-learning, indicate that it contributes a lot to
40% of the students, that it contributes little to 58% and that a tiny
portion of 2% affirm that they contribute nothing. In general, this
result was very significant, as it shows that the activities developed
provide a positive meaning for the teaching-learning of most students
and that the work developed is being accepted by them in a positive
way. Finally, students were asked about the residents' language,
whether or not it was understandable and the answers show that 44%
say yes, 46% say sometimes and 10% say no. Therefore, this result is
quite satisfactory, as most students are able to understand the
residents' language, which facilitates the development of future
activities.
CONCLUSION
In view of the results obtained in the research, it was possible to
verify a great variation in the answers, where it was observed that
some answered that they study Chemistry for being obliged, for being
in the curriculum. Others find the discipline legal, but complicated.
Regarding the residents, it was evidenced that all students agree on
the importance of the residence and of the residents at the school,
because even some have not sought the residents to answer questions
or have not understood the language well, they say that the residents
have a share contribution, because they collaborated largely with the
understanding of the theoretical content, making the learning become
significant, especially from the moment in which the practice is
contextualized with its daily life. Therefore, it was clear that from the
series of pedagogical practices addressing various contents, it was
possible to observe that these practices, hand in hand with the
students, are more effective for teaching and learning them, it is worth
mentioning that through differentiated classes the student is able to
concentrate better in class because it is something more dynamic and
attractive, relating the contents and practices to your daily life.
Acknowledgment: The authors would like to thank the financial
support of PRP / CAPES / UFCG.
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