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This work describes the use of turmeric in the teaching concepts and laboratory techniques of organic chemistry to students in introductory classes of licentiate, bachelor’s and industrial chemistry courses, as well as to pharmacy and chemical engineering students at Universidade Federal Fluminense, in Niterói/RJ/Brazil. Considering investigative and collaborative activities and Vygotsky theory, the discussed concepts were everyday natural products, green chemistry, purification and separation of organic substances, molecular interactions, organic compound extraction techniques, and thin-layer and column chromatography. The activities were applied for four 3-hour classes for 31 students in 7 introductory organic chemistry laboratory classes for Chemistry and for 43 students in 4 experimental organic chemistry classes for Pharmacy and Chemical Engineering courses, in the years 2022–23. The teaching-learning process methodology involved 4 moments/classes: a) discussions about organic chemistry; b) discontinuous extraction of turmeric and thin-layer chromatography; c) column chromatography; and d) discussions about results and the learning process. After the sequence of classes, it was possible to observe the students’ motivation with the ease of separating curcuminoids and the understanding of the relationship between theoretical concepts and practice, as well as the understanding of the importance of low waste production.
This work describes the use of turmeric in the teaching concepts and laboratory techniques of organic chemistry to students in introductory classes of licentiate, bachelor’s and industrial chemistry courses, as well as to pharmacy and chemical engineering students at Universidade Federal Fluminense, in Niterói/RJ/Brazil. Considering investigative and collaborative activities and Vygotsky theory, the discussed concepts were everyday natural products, green chemistry, purification and separation of organic substances, molecular interactions, organic compound extraction techniques, and thin-layer and column chromatography. The activities were applied for four 3-hour classes for 31 students in 7 introductory organic chemistry laboratory classes for Chemistry and for 43 students in 4 experimental organic chemistry classes for Pharmacy and Chemical Engineering courses, in the years 2022–23. The teaching-learning process methodology involved 4 moments/classes: a) discussions about organic chemistry; b) discontinuous extraction of turmeric and thin-layer chromatography; c) column chromatography; and d) discussions about results and the learning process. After the sequence of classes, it was possible to observe the students’ motivation with the ease of separating curcuminoids and the understanding of the relationship between theoretical concepts and practice, as well as the understanding of the importance of low waste production.
O ensino de Paleontologia encontra-se em crescimento no Brasil, devido às constantes descobertas, bem como pela importância dos sítios fossilíferos presentes em nosso país. Assim, compreender mais sobre esta ciência é fundamental tanto para preservação, como para compreendermos mais sobre a vida no passado. Dito isso, este trabalho tem por objetivo identificar a produção acadêmica brasileira sobre o ensino de Paleontologia no período de 2005 a 2020, a partir das bases de dados: Catálogo de Teses e Dissertações (CAPES) e na Biblioteca Digital Brasileira de Teses e Dissertações. Após análise dos dados coletados nas plataformas, tendo como descritor a palavra “paleontologia” e os refinamentos relacionados ao ensino, chegou-se a um total de 10 dissertações, de um total de 32 encontradas. Tais estudos versavam sobre diversos contextos da Paleontologia, seja em aplicações práticas de sala de aula ou trabalhos teóricos. Além disso, estes estão presentes nas regiões sul, sudeste e centro-oeste, abordando diversas questões como: abordagem em diretrizes, livros didáticos, desenvolvimento de jogos, abordagem da Paleontologia com estudantes do ensino fundamental e médio, e formação de professores. Por fim, identificou-se que existe uma lacuna na área, ou seja, um campo para o desenvolvimento de novas propostas e aplicações.
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