将绿色化学纳入大流行后世界的包容性方法

Maria Caroline Santos Velozo, M. Tavares, Júlia Maria Soares Ferraz, Niely Silva de Souza, C. A. Da Silva Júnior, Alessandra Marcone Tavares Alves de Figueirêdo
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摘要

2019冠状病毒病大流行给教育系统在紧急远程教育背景下的课程连续性带来了若干挑战。在这些挑战中,我们强调了学生对化学课不感兴趣和参与度低的加剧,以及与学校包容(SI)合作的教学建议的不足,重点是聋人的可及性。ERE模式持续了2年,在此之后,教师不得不面对学校情景的新变化:大流行后面对面教学(后大流行FFT)。因此,随着复课,上述挑战更加突出,再次要求采取新的教育战略。在此背景下,本文有理由发展一种教学干预措施,重点关注大流行后FFE的化学包容性教学,并与绿色化学(GC)原则和第六个可持续发展目标(SDG)相联系。这一行动旨在详细阐述易于理解的教学材料,同时应用一个实验性的、情境化的、可持续的实践课程:用活性炭从椰子内皮(可生物降解的吸附剂)进行批量吸附。研究结果表明,在开展实践活动的同时采用情境化方法,表明大流行后面对面教学模式下的化学教学有所改进。因此,可持续实验有效地促进了学习过程和对所讨论的社会环境问题的更批判性的看法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An inclusive approach to incorporating green chemistry in a post-pandemic world
The Covid-19 pandemic brought several challenges to the educational system with regard to the continuity of classes in the context of an Emergency Remote Education (ERE). Among these challenges, we highlight the intensification of disinterest and low participation of students in chemistry classes and the insufficiency of didactic proposals that work with School Inclusion (SI), with a focus on accessibility for the deaf. The ERE model lasted 2 (two) years, after this period, teachers had to face a new change in the school scenario: Post-pandemic Face-to-Face Teaching (post-pandemic FFT). Thus, with the return to classes, the challenges mentioned were accentuated, bringing again the demand for the adoption of new educational strategies. Within this context, this article is justified in the development of a pedagogical intervention focused on the inclusive teaching of Chemistry in the post-pandemic FFE, linked to the principles of Green Chemistry (GC) and the 6th Sustainable Development Goal (SDG). This action aimed at the elaboration of accessible didactic materials, together with the application of an experimental, contextualized, and sustainable practical class called: Batch Adsorption with activated charcoal from the endocarp of the coconut (biodegradable adsorbent). The results of the research showed that the adoption of the contextualization methodology, concomitantly with the development of the practical activity, pointed to an improvement in the teaching of Chemistry in the post-pandemic face-to-face model. Therefore, sustainable experimentation effectively contributed to the learning process and a more critical look at the socio-environmental issues discussed.
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