Recursos didáticos para o ensino de geometria molecular à alunos cegos em classes inclusivas

Abstract

The inclusion of students with visual impairment in chemistry classes requires the insert use of alternative didactic materials resources in the planning and continuous training of teachers. Like this, the present study aimed to elaborate a teaching proposal to work the content molecular geometry in a mixed room, using alternative didactic resources to assist in pedagogical practice and in the teaching-learning process of molecular geometry contents in a mixed classroom in High School. The research was developed in two stages: the first through a workshop that was presented the didactic proposal and alternative materials to teach molecular geometry composed of xx students of the Degree in Chemistry of the State University of Paraíba. In the second, the didactic proposal for the teaching of molecular geometry was applied, nine students of the Institute of the blind of the city of Campina Grande-PB. Both stages were developed in the first half of 2018. It was an exploratory study, of a qualitative and quantitative nature, applied and research- action. Data were collected through questionnaires and evaluation techniques. The results indicate that teachers in initial training, approve didactic proposal, it goes recognizing the contribution of the proposal and the it uses of alternative materials in the teaching of Chemistry. The evaluation instrument revealed that students using the materials were successful in absorbing the content. Concluding, therefore, that the teaching proposal, when planned and applied, provides learners with dynamic and meaningful learning.