Modelos atômicos no contexto das histórias em quadrinhos

Abstract

Atomic models are one of the pillars for understanding the structure of matter and chemical phenomena and are important for students’ scientific and civic education. To assimilate this topic, which is considered abstract, more attractive and effective teaching strategies are needed. In this scenario, comic books emerge as a didactic-pedagogical resource capable of integrating visual and narrative elements that favor student engagement and protagonism. Thus, this study aimed to analyze the use of comic books as a methodological tool for teaching and learning atomic models. The study was characterized as qualitative, exploratory in nature, based on a bibliographic review. Data analysis was conducted using the hermeneutic-dialectical method. It was found that comic books, when applied with pedagogical intention, contribute significantly to the learning of atomic models, promoting a more concrete, playful and meaningful understanding of the content. In addition, they favor the development of students’ critical thinking, creativity and autonomy. It is concluded that comic books, combined with theoretical-methodological planning, favor more dynamic and inclusive teaching practices. Therefore, the need to expand studies that investigate their application in different school contexts is reinforced, with a view to optimizing them as a technique and method for teaching Science.