The determination of the ethanol content in common gasoline as an expetimental activity for the teaching of chemistry in education of youthg and adult

Abstract

Introducion This study, included in the theoretical framework in Chemistry, aimed to promote learning in the Teaching of Chemistry in the Education of Young and Adults (EJA)1 through the use of a Teaching Strategy (EE) for experimentation2. In order to do so, was created, whose title "Determination of the alcohol content of gasoline" sought to promote the relationship between the student's previous knowledge and the construction of scientific knowledge in relation to the concepts of chemistry present in social everyday life such as separation of materials, fuels and energy. Methodology The activity was carried out with the 1st year of the Secondary Education Course of Young Adults Education (EJA), the class was divided into six work groups and the activity was distributed in two classes of ninety minutes each based on the three pedagogical moments3 and adaptation of methodology4. Two samples of common gasoline, 50 mL beakers, 10 percent solution and sodium chloride in water were used. The instrument of data collection used in this study were questionnaires applied before and during the experimental activity. The questions dealt with the presentation and discussion of the theme, and students' perceptions about the chemical aspects involved from manufacturing to making decisions about the type of fuel to be used and their social and environmental implications. Results an discussion The results obtained not only attested to the participation and interest of the group but also pointed out the relevance of the use of the experimental activities in the teaching of Chemistry, since such activities encourage dialogue between popular and scientific knowledge, considering that chemical events are constitutive parts of society. The greatest difficulty was found in intermolecular interactions, especially hydrogen bonds, which require greater knowledge and concepts of chemical bonds of chemical formulas, although it allowed the discussion and perception about the scientific concepts essential for the positioning in front of this theme. The activity, although very simple, presented potential for the EJA and if adapted can be applied to other teaching modalities. Conclusion The activity involved daily life in a scientific perspective, taking into account the popular knowledge for appropriation of the chemical concepts of density, separation of materials and fuels.