Atividades experimentais nas concepções de professores de química do ensino médio

Abstract

The teaching-learning process of Chemistry in High School requires constant reflection and improvement. There have been several studies conducted in recent years regarding the approaches, methodologies, and resources that can be used to enhance the teaching-learning process of Chemistry. Experimentation is an important resource for teaching and learning. Besides linking theory with practice, experimental activities allow students to actively participate in the teaching-learning process, not just receiving knowledge passively. Therefore, we seek to investigate teachers' conceptions of experimental activities in High School Chemistry, as well as to identify the contributions and difficulties regarding the use of experimentation in teaching Chemistry. For this purpose, a qualitative approach research was conducted with seven teachers who teach or have taught Chemistry classes in High School, in State schools located in Cabo de Santo Agostinho/PE. Data were collected through a mixed questionnaire, via the Google Forms platform, and analyzed using content analysis method, based on predefined categories. The results obtained in this research highlight the importance and effectiveness of experimentation as a facilitating didactic resource in the teaching-learning of Chemistry. The participating teachers expressed that, despite the difficulties they face in carrying out experimental activities, experimentation considerably helps to expand students' knowledge and to develop in them the ability to investigate, understand, and better assimilate Chemistry content. This research made us reflect that there is a need for a desire to evolve and adapt to educational demands, addressing the needs and difficulties of students with different methods and resources, such as experimentation, which we observed brings significant contributions to the teaching-learning of Chemistry.