Metodologias de ensino no conteúdo de gases no 2ª ano do ensino médio: uma revisão de literatura

Abstract

When it comes to chemistry, it can be said that it has been present in practically every aspect of human life since the beginning. When working with the transmission of chemistry content, it is important that the teacher chooses an appropriate methodology to better disseminate knowledge, as it will interfere in the development of the student's skills and competencies. This work aims to analyze different methodologies for teaching the content of gases in the 2nd year of high school, present in academic works, making a comparison between them. The bibliographical research was carried out by analyzing articles, examining the objectives, methodologies, results and conclusions. The observation of how the didactics selected by the teacher can influence student learning of the gases content of the approaches present in each article was necessary to identify how this content is presented to students in the second year of high school, and it was possible to observe that innovative methodologies that overcome more traditional teaching methods show good results. The conclusion is that methodological diversity, when applied strategically, can transform the teaching-learning process, making it more relevant.