Química em ação: como as aulas experimentais influenciam o aprendizado no ensino de ciências na educação básica

Abstract

The general objective of this research was to understand the importance of experimental classes in the teaching-learning process of chemistry teaching science in basic education.. It was decided to carry out qualitative and basic research. As for the objectives, this is explanatory research, as it sought to elucidate the whys and hows of phenomena, contributing significantly to the expansion of scientific knowledge. As for the procedures, this is a bibliographical research. The authors' articles were: Andrade e Viana (2017), Watson (1995), (Hodson, 1985), Suart e Marcondes (2008), Seixas et. al (2017) and Santos e Menezes (2020). Content analysis was used to interpret and discuss the data from this research. It is evident that experimental methodologies are more efficient in teaching science. They favor the development of essential skills, such as critical thinking, collaboration and problem solving. By doing science, students engage in scientific inquiry for and by themselves. It is important to highlight the need for more experimental classes in science teaching, prioritizing practical classes and project-based learning, promoting the use of technological resources to enrich learning, exploring innovative teaching strategies, such as inquiry learning. Therefore, it is imperative to recognize that Science teachers deal with daily challenges arising from the limitations of the educational system and the lack of resources. However, implementing creative solutions for delivering practical classes is essential to ensure that they continue to play a crucial role in student education and community development. The ability to adapt and innovate within these restrictions is what defines excellence in science teaching in basic education.