Uso de experimentação como instrumento contextualizador entre saberes empíricos e conteúdos de química

Abstract

Experimentation is used in the learning teaching process as a pedagogical method based on the handling of everyday facts to teach specific content, thus leading the student to experience contextualized education. In general students face difficulties to learn chemistry, given that this discipline is treated as something difficult, theoretical and often considered "boring". However, theoretical classes are as necessary as experimental ones, so the use of practical activities justifies the need for theoretical knowledge that addressesthe teaching of chemistry in a theoretical way. Dissociating the theory of practice would be something contradictory and foolish, because we would be abandoning the true essence of this science, which is the construction of knowledge from experimentation. Thus, the aim of this study was to apply the practice of contextualized education as an auxiliary tool for the construction of significant knowledge in chemistry teaching in order to lead to a more integral formation of the individual. This research was developed with the students of the 1st year of the technical course in administration, class A, high school of IFPI - Campus Cocal. The methodology was based on two interventions in the class, where different contents were worked in each intervention. These contents were introduced in the classroom with two different methodologies, the intervention being theory and practice, intervention II practice and theory. Each intervention had a pre- and post-questionnaire for evaluation purposes. It was observed that in both interventions there was significant learning training. The first intervention obtained 67% of the correct answers of the post-intervention questionnaire, while intervention II stood out in its results, with a percentage of 88% of correct answers to the post-intervention questionnaire, demonstrating a better performance in the appropriation of knowledge. It can be concluded that the use of experimentation in chemistry teaching is a facilitating method of teaching and, when associated with the theoretical class, allows connecting empirical, theoretical and practical knowledge in such a way as to promote the understanding of chemistry contents