A experimentação investigativa como instrumento para o ensino de reações químicas no Ensino Médio

Abstract

The study of chemical transformations is fundamental so that the students acquire chemical knowledge of how the transformations happen, but mainly so that they can perceive them around them and approach them with criticality. However, in an essentially traditional school what is noticed in the students are difficulties of learning, mainly of conceptual abstraction, visualization of models, etc. Thus, the present work was developed aiming, through experimental research, to provide students with an understanding of the phenomena involved during the chemical transformations, as well as the content of Inorganic Chemical Reactions. The research was carried out with 70 students of the 1st year of High School Integrated to the Technician in Administration and Integrated to the Technician in Computer Science of the Federal Institute of Education, Science and Technology of Piauí Câmpus Picos. The research was developed in four stages: 1) Application of a diagnostic evaluation in order to make knowledge of students' knowledge about chemical reactions; 2) Application of the content in question in both classes; 3) Division of classes in A (who would participate in laboratory activities) and B (control group) and execution of an experimental series in laboratory; 4) Reapplication of the questionnaire used in Step 1 in both classes plus a self-assessment questionnaire for class A. The research showed that students entering high school bring many common sense knowledge, often erroneous, which highlights the importance of reformulating them, but not their disregard. It was possible to perceive a conceptual evolution of the majority of the students at the end of the four stages, mainly those of the group A, showing that the laboratory work, where the student performs the experiments, doubts, raises hypotheses, reformulates concepts is an efficient strategy for the development of student learning. In addition, the method was able to awaken in students students skills such as interest, motivation, teamwork, criticality among several others, directly reflecting the students' teaching-learning, especially regarding the taking of the protagonism of knowledge by the themselves