Reflexões sobre uso de Webquest como recurso didático para abordagem do tema poluição atmosférica

Abstract

The insertion of Digital Information and Communication Technologies (TDICs) in chemistry teaching aims to reduce learning difficulties of scientific concepts relevant to this science, providing new ways of thinking, learning and teaching. In this context, the objective of this research was to investigate the influence of a teaching proposal with the use of WEBQUEST as an auxiliary tool in the teaching and learning process, in order to awaken the students' engagement to theme air pollution. This is a qualitative research, whose target audience was twelve (12) students from the 1st year of high school and ten (10) chemistry teachers from basic education schools in the state of Paraíba. The research was developed in two stages: the first through a workshop on Webquest, composed of 10 professors of Chemistry of elementary school. In the second stage, the didactic proposal for the content Air Pollution was applied, for 12 students enrolled in the 1st year high school of a basic education school in Campina Grande - PB. As data collection instruments, a questionnaire was applied to validate the didactic proposal, based on the fundamental items of a Webquest, according to Dodge, (2003). The other two questionnaires were applied to high school students. The data were systematized and categorized through the analysis of the Collective Subject Discourse - DSC de Lefèvre and Lefèvre (2000). The results obtained were systematized in tables and graphs then interpreted and discussed in the light of the theoretical framework. The results pointed out that the didactic proposal was well accepted by teachers, according to them, the proposal contributes to the horizontal relationships between teacher and student, stimulates interest in the study of chemistry, contributes to the teaching process and learning and social development of pupils. The students surveyed accepted the proposal well and demonstrated through the production of petitions, changes in conceptions on air pollution. The Webquest methodology (DODGE, 2003), is shown as a viable method, which enables collaborative learning, engages the student for relevant topics, develops the critical sense for research in the internet network and favors meaningful learning in through problematization and collaboration.