Ensino de química através da sequência didática: uma revisão bibliográfica sobre o estudo das funções orgânicas

Abstract

Chemistry is often perceived as a complex and challenging subject. Students face difficulties in constructing effective mental models to understand the content of the subject. Given this scenario, the use of innovative teaching models becomes essential to promote quality and meaningful teaching. In this context, this study aims to answer the following question: How can teaching sequences be effective in improving students' understanding of organic functions in the Chemistry subject in high school? To address this question, the study's general objective is to analyze the existing literature on the teaching of organic functions through teaching sequences, identifying theoretical approaches, themes and teaching strategies used. The research adopts a qualitative approach and is based on an exploratory bibliographic review of relevant scientific articles, books, dissertations and journals. Six articles were selected for their relevance in the application of teaching sequences for organic functions. The analysis revealed that the application of a well-structured didactic sequence is an effective tool in teaching organic functions, offering viable alternatives to overcome the difficulties faced by students and improving both the teaching and learning process in the Chemistry discipline.