Sequência didática no ensino de Química: uma análise sobre os modelos atômicos a partir de uma revisão de literatura

Abstract

The teaching-learning process is a complex construction that requires a lot of efforts from both students and teachers. Based on this understanding and recognizing the difficulties that are actually present in the discipline of Chemistry, this research was developed. Its general objective was to analyze the use of didactic sequences as mediators in the teaching of Chemistry. The specific objectives were to explain the importance of didactic sequences for teaching Chemistry, map didactic sequences used for the application of the content of evolution of atomic models, describe the effectiveness of their use and develop two didactic sequences through a literature review. The definition of objectives led to the emergence of the following research problem: how can the use of didactic sequences contribute to improving the understanding of atomic models presented to high school students in the Chemistry course? To achieve these objectives and also respond to the research problem, a qualitative bibliographic research was carried out. Searches were made for works that dealt with atomic models on digital platforms using words and terms related to atomic models. Then, articles and other scientific works were selected for content analysis and, later, data tabulation. Two didactic sequences were built, one on the Bohr Atomic Model and the other on the Rutherford Scattering. At the end of this process of data analysis and tabulation, it was possible to reflect that there are viable alternatives that can be easily applied so that there can be improvement in student learning, as well as in the teaching process by the teacher and the didactic sequences in teaching. of Chemistry are essential to contemplate this improvement