Metodologias ativas no ensino de Química: uma experiência com rotação por estações para o aprendizado da tabela periódica

Abstract

This paper presents a pedagogical experiment in teaching Chemistry, developed with high school students from a state public school system, using station rotation as an active methodology to facilitate learning of the Periodic Table. This format allowed the application of different active strategies, making teaching more dynamic and interactive. The stations involved activities such as Periodic Bingo, Chemistry Board, Kahoot and the analysis of Mind Maps. Performance assessments applied before and after the activities showed significant advances in learning, especially in topics such as electronic distribution, properties and symbols of chemical elements. In addition, qualitative data revealed that students considered the class format more engaging and motivating, which facilitated memorization, understanding and the development of critical thinking about the content. The results reinforce that station rotation, by integrating active methodologies, combined with digital resources, promotion of student autonomy and playful activities, contributes to more dynamic and meaningful teaching, promoting student protagonism and meeting different learning styles.