O uso de atividades experimentais na abordagem do conteúdo soluções no Projeto "Ações construtivas para o conhecimento químico nas escolas públicas da Paraíba"

Abstract

The teaching of chemistry is increasingly innovating and undergoing constant transformations, whether in the social, economic, cultural or political spheres. However, these changes require that teachers incorporate in their planning methodological teaching proposals that use a variety of pedagogical didactic resources available, which can serve as strategies to promote more dynamic, attractive and motivating classes in order to obtain a more participatory, interactive and significant. Currently, Information and Communication Technologies (ICTs) have acted as pedagogical aids capable of favoring the teaching and learning process and the construction of scientific knowledge. In this way, they can serve as resources to provide meaningful learning following the perspectives of a contextualized and interdisciplinary teaching. The main objective of this study is the application of a didactic intervention with the use of the software Crocodile Chemistry and the experimentation for the content of solutions, given to the students of the Project "Constructive Actions for the Chemical Knowledge in the public schools of Paraíba". It was a pedagogical research with a qualitative approach. Ten chemistry graduates participated in the study, attending the seventh period of the Licentiate degree in Chemistry of the State University of Paraíba - UEPB, enrolled in the curricular component of experimental physics-chemistry for High School for evaluation of didactic intervention and, later, intervention was applied with 55 high school students. Two mixed questionnaires are part of the data collection: one applied to teachers in initial formation and another to secondary school students. The data were systematized and categorized through the analysis of Bardin (2011) and interpreted in light of the pertinent literature. The results indicate that the methodology and resources used were satisfactorily accepted by the students, contributing to the interaction in the classroom and allowing students to solve their doubts regarding the content of solutions. It is concluded, therefore, that the insertion of ICT in Teaching Chemistry gives students a dynamic and meaningful learning in the teaching of solutions and that the use of ICT favors the teaching and learning of scientific concepts previously worked in the classroom, allowing to show in practice, from simulations, what is reported by the scientific theory.