O uso de recurso tecnológico no ensino dos números quânticos

Abstract

Because the difficulty in understanding the resources and the concepts of chemistry teaching by the degree of abstraction, chose to use the technological resource as a way to help the student without the capacity of representative construction of circunstance or model. This work aims to enable the significant learning of quantum numbers, especially the principal quantum number (n) through an application developed in App Inventor and based on the pillars of Gamification that has elements capable of motivating the student. The application has the aid of three short videos available on You Tube that approching the evolution of atomic models, especially the Bohr model and Quantum Numbers. In addition, it consists of a question and answer game related to the videos and a ranking system to perform the interaction between the players. For that, the application of a questionnaire containing discursive and objective questions, the application of the game and a dialogue with the students respectively, was used. The results of the diagnostic questionnaire showed that majority of the students conceived it as Rutherford's atom, but described it as the Rutherford- Bohr atom. As for the Bohr Model, it was found that they had a glimmer of the model that was restricted to an improvement of Rutherford. egarding the quantum numbers, they had difficulty in conceptualizing, since they had an idea how to find and who they are. In the application of the game and established dialogue, the students were able to understand both the theories that constitute the evolution of atomic models and quantum numbers through the application that helped to remember the contents already seen and contributed with additional information in a way dynamic and interactive. However, it is worth noting that the greatest difficulty encountered by the students was not to understand quantum numbers, but the evolution of the models throughout history and its relation with quantum numbers, especially the principal. As for the use of the application in the classroom it was possible to perceive the contribution to learning as a technological resource and to analyze the points that need to be revised to aprimorate it.