O ensino de reações químicas e fatores que interferem na velocidade das reações: uma proposta prática em sala de aula a partir do uso de metodologias ativas

Abstract

Active methodologies, when used by professors in the classroom, contribute significantly to the teaching and learning process of students, develop autonomy, interest and contribute to the critical-reflective formation of subjects. In this context, the present research proposed to analyze the traditional and active teaching methods and their respective relevance in the teaching of chemical kinetics in two classes of the second year of the state education network, in themunicipality of Acauã - PI, classes "A" and " B”, through a practical proposal in the classroom. Initially, a questionnaire was applied to the teacher of the classes under study. Then, a descriptive analysis of the answers provided by the teacher was carried out. From the data obtained, didactic plans to be used in each class were elaborated. In class “A”, the content of chemical kinetics was approached in a traditional way, with fixation exercises and a learning activity. In class “B”, active teaching methods were used (simple experiment, conceptual map and crossword) to approach the content. After a week, an evaluative questionnaire composed of questions related to the content was applied to both groups. By comparing the arithmetic mean obtained in each class, 4.85 and 8.34 for the traditional and active methodologies, respectively, it was possible to conclude that the active methodologies arouse the student's interest and autonomy, as well as enabling meaningful learning. of the studied conte