Sequências didáticas: uma proposta para o ensino de química

Abstract

The teaching-learning process of Natural Sciences by high school students, especially Chemistry, proves to be challenging in the way it is developed and the way it is presented: boring, with excessive memorization of formulas, use of complex calculations, abstract concepts that are not very applicable to the students' daily experiences. Therefore, all these types of thoughts in relation to Chemistry lead to disinterest on the part of students and, consequently, to their learning. Well, many do not know the reason why they study these contents, since this knowledge is not always taught in a way that the student can understand its importance. Given these facts, the objective of this work is to analyze the teaching-learning process of chemical concepts from the application of a didactic sequence of Chemistry in a contextualized approach, investigating whether there was significant learning, from the connection of the content approached with the daily life of the students. students from a public school in the GRE Mata Sul de Pernambuco. A methodology based on action research was used, a methodology used for educational projects. The methodology is of a qualitative nature, but some quantitative results supported this research, so that it is not characterized quali-quanti because we did not use statistical treatment of the data. The data collection had the participation of approximately 240 students from the 2nd and 3rd years of high school in a state school, located in GRE Mata Sul de Pernambuco. This survey was carried out in four moments: The first, which seeks to investigate the students' knowledge before taking DS classes, through the application of a diagnostic questionnaire; The second moment, through the application of the thermochemistry SD for 2nd year students and Organic Functions for 3rd year students; The third moment, through a practical class for the 2nd year students, and Ludic Game for the 3rd year students; Fourth moment, final test in order to establish a comparison between the respective results. Through the theoretical data and the data collected with the research, it was possible to notice that at the end of all the activities of the didactic sequence, most of the students showed evidence of significant learning.