English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Licenciatura em Química, Instituto Federal do Piauí – PI /Campus Picos, maioneidejesus19@gmail.com. Licenciatura em Química, Instituto Federal do Piauí – PI /Campus Picos, ronaldo.j.s2007@gmail.com. Licenciatura em Química, Instituto Federal do Piauí – PI /Campus Picos, jcarlosc123@outlook.com. Mestre em Licenciatura em Química, Instituto Federal do Piauí – PI /Campus Picos, francisco.pereira@ifpi.edu.br. The present work consisted of a qualitative, exploratory and descriptive research, where an analysis was made of the use of auxiliary methods in the teaching of chemistry, the data collection was done through a microclass and a dynamic consisting of questions, carried out in a class of 7th period of Chemistry Degree, from the Federal Institute of Education, Science and Technology of Piauí Campus Picos, about students' understanding of atomic models and all the quantum theory involved in them, from their origin, with the Aristotle's observations about what matter would be made, going through Planck with the theory that each atom emitted discrete packets of energy, approaching from Broglie with the principle of duality of matter, explaining Rutherford's Dalton model until the evolution of the last model that was the Bohr model, which was the subject most addressed in both the microclass and the dynamics. This article aimed to analyze students' knowledge about atomic models and the importance of alternative methodologies in teaching. A microclass with all the atomic models was elaborated in a simplified and easy to understand way, later it was applied the dynamics with the drawn plaques, where the room was divided into two groups of nine students, group A and group B, so a group chose the card to the other respond and vice versa. So that this would arouse constructive interest and meaningful learning. Therefore, it was realized how important is the insertion of complementary and dynamic methodologies in the approach of theoretically difficult contents, analyzing if this way, that the activity gave the student more interest in participating actively in the classes, not only learning the lesson, but a critical awareness in the teaching-learning process.

TEORIA DOS MODELOS ATÔMICOS: ANÁLISE DE UMA DINÂMICA APLICADA EM TURMA DE ENSINO SUPERIOR.