Experimentação como ferramenta de intervenção em aula de química

Abstract

Methodologies that favor the teaching-learning process are fundamental in the teaching of chemistry, so that this process is not restricted only to the classroom, but to different spaces and ways that enrich the teaching. When the teaching of this science is performed in a decontextualized and non-interdisciplinary way, it generates in the students a discouragement towards the subject, eventually triggering difficulties in learning to correlate the content studied with applications in their daily lives, taking into account the difficulties faced with the discouragement in the discipline, low approval, difficulties in associating content, among others. An intervention was carried out using the application of experiments in order to contribute to the assimilation and appropriation of chemical concepts. The selection of the experiments was correlated to the content seen in the classroom, making an adequacy and conformity to the structure of the school, bringing to the classroom experiments of low cost and easy access, enabling students to have a vision that chemistry is a science that is present and can be found easily in our daily lives. The data was obtained through questionnaires for the analysis and construction of the graphs evidenced the impact that the intervention brought into the classroom. Experimentation was an indispensable tool to enhance the teaching process in the classroom, making the learning space a more attractive and meaningful place for students. It was through this enhancing tool that students were able to redefine and conceptualize chemistry as a present and dynamic science