Contextualizando o ensino de química com educação ambiental: pilhas e baterias como temas geradores

Abstract

Chemistry teaching is considered complex, therefore, one of the biggest challenges is to make it attractive and that students are motivated to learn its contents. In this perspective, the contextualization of contents has affinity, and can be seen as a motivational factor for students and for the construction of knowledge. One way to contextualize chemistry teaching is to bring environmental issues into the debate. The objective of this work was to analyze the contextualization of the teaching of batteries with the environmental theme that refers to the correct disposal of batteries for environmental preservation. The research has a qualitative approach and was applied to 15 students in the 3rd year of high school at the Professor Francisco José Tibúrcio State School, located in the city of Betânia in Piauí. The work was carried out in three stages: application of a prior notice; dialoged expository class contextualizing the teaching of chemistry with an environmental issue, and the last step was the application of an evaluative judgment. 33% of students consider that contextualizing chemistry teaching with environmental themes facilitates the teaching-learning process. Most students reported that the content of stacks was understood more easily when the environmental theme was inserted. And 74% reported that they understood the importance of the correct disposal of batteries for environmental preservation. In addition, 93% would like the teacher to do this type of approach more frequently in the classroom. Thus, contextualization brings benefits to teaching