Modelagem como estratégia pedagógica para o ensino de Química

Abstract

The creation of models that seek to more reliably represent what happens in a given system is a mechanism used by science since the beginnings of scientific knowledge. They enable an interpretation of reality without, however, being a faithful copy of it, allowing changes and making knowledge more flexible. This same tool can be used in teaching practices, and in this context, its application to secondary level chemical content is located. Modeling in the teaching of Chemistry is still a strategy little explored in the pedagogical context. Using it provides the student with a cognitive framework that they can use to make sense of concepts that have greater complexity, helping to understand certain subjects. Given the above, seeking to answer the following problem: How do Chemistry teaching practices developed using modeling contribute to the construction of knowledge? This research's main objective was to analyze the practices developed using modeling as a didactic strategy applied to teaching and its contributions to the construction of chemical knowledge. To this end, an exploratory qualitative bibliographical survey was carried out, observing the articles that deal with the topic in a time frame from 2015 to 2023. From the descriptive analysis of the three studies found, which deal with the topic, it was possible to realize that the use of modeling in teaching Chemistry is a possibility that can contribute very significantly to the construction and learning of knowledge that involves this science