Metodologias de ensino de química e a aprendizagem escolar: perspectivas dos estudantes de ensino médio

Abstract

This research discusses the learning opportunities in teaching chemistry, methods of education and training of teachers of high schools. It starts from the assumption that the traditional teaching method is still widely used, but the reality has shown us the need for some adjustments in the process of teaching and learning. Regarding the teaching of Chemistry, studies have shown that it has not had the necessary effectiveness to learning, as students have contact with a dynamic reality marked by constant technical and scientific development and there are cases in which teaching methods have not kept pace such changes. Renowned authors as Garcez, point out that after the scientific and technological revolution currently experienced, many teachers saw the need to change their teaching methods and, before that, the schools saw the need to upgrade. The Moreira theoretical contributions were also important to analyze the theme of this work, especially the concepts as meaningful learning, significant critical learning, rote learning, previous knowledge, among others. Thus, the objective of this research was to investigate the teaching of Chemistry in a public school in the interior of Goiás and classes of the second year of high school, especially student learning and teaching methodologies from the perspective of students. This required knowing the reality of the school and identify the characteristics of teaching methods in chemistry. To methodologies used in this work, we opted for the qualitative and quantitative where research techniques were observation, the use of questionnaires and application of an activity. Among the results, it could be observed that the chemistry class, to whom they had contact, were not sufficient to obtain significant learning because the students have shown many difficulties regarding chemical content recently studied, and many of them have demonstrated aversion to discipline. Finally, it is expected that this work has contributed as a reflection that encourages teachers to rethink their classes and adapt them in order to improve their practice through the use of new teaching methodologies in order to ensure a good learning for their students.