Nanociência como tema gerador para promover aprendizagem significativa em química instrumental

Abstract

Nanoscience emerged from theoretical and technological advances that enabled the manipulation of matter on the nanometric scale, standing out as an interdisciplinary field with broad scientific and technological applications. In the educational context, especially in the teaching of Instrumental Chemistry, the high level of abstraction of topics such as spectroscopy, molecular structure, and physicochemical properties represents a challenge to learning. In this regard, this study aimed to analyze the potential of nanoscience as a generative theme to promote meaningful learning in Instrumental Chemistry education. The research adopts a qualitative approach of a theoretical and educational nature, grounded in a literature review and in pedagogical activities applied to higher education classes. The methodology was organized into two stages: expository lectures on the fundamentals of nanoscience and nanotechnology, and demonstrative workshops involving the formation of silver nanoparticles, with conceptual illustrations through UV–Vis spectroscopy, without the collection of quantitative data or individual assessment of participants. The results and discussion were based on conceptual observations and theoretical reflections, indicating that contextualizing content through nanoscience favored a greater understanding of the principles of Instrumental Chemistry, bringing theory and practice closer together and stimulating academic interest. It is concluded that nanoscience has significant potential as a methodological strategy in higher education Chemistry, contributing to meaningful learning, interdisciplinarity, and the innovation of pedagogical practices.