Música e ensino de Química: Uma proposta com enfoque CTSA para o ensino dos gases

Abstract

This research aims to analyze music as a didactic resource during the exhibition of the biodigester theme. It addresses the study of gases' concepts, in a CTSA perspective, using a didactic sequence according to the assumptions of Zabala. The didactic proposal had developed in a 3rd-grade class in a full-time public school in Paraíba. The research motivation was through the researcher's concern to perceive the lack of motivation and lack of interest in the Chemistry subject, as well as for already using this didactic resource in his classes and seeing satisfactory results in his empirical application. The target audience of the research were high school teachers and students. This research had carried out in two stages: the first stage counted with the participation of eleven (11) high school Chemistry teachers, who teach in public and private schools to analyze the proposal, and thus, contribute to a more efficient application with students. In the second stage, twelve (12) students accepted to participate in remote studying through digital platforms. Thus, it is qualitative constructivist research with an interpretive approach. The application with the students lasted one month, with seven posts through the Google Classroom platform, asynchronously. As a data collection instrument, semi-structured questionnaires had applied to teachers and students, construction of conceptual maps by students from musical compositions, and the application of a case study with a problem situation, in which the students had to solve. The data collected from the questionnaires had analyzed on Badin bases assumptions, the development of conceptual maps by the students from the music compositions had observed the concepts hierarchy organization presented from the music letter, and applying a case study with a problem situation; the concepts assimilated by the students had verified through the produced responses. The results of this research allow us to reflect on the importance of using didactic resources in an objective, systematic and strategic way, generating learning based on criticism, reflections, and the ability to be an active subject through everyday situations. Therefore, it observed that the use of didactic resources contributed to the teaching and learning process, and the music was an enhancer in the cognitive structuring of students.