Contribuição das atividades experimentais no ensino de química para o 1º ano do ensino médio, mediada pelas tecnologias, com enfoque em educação para todos

Abstract

The approach of the contents of Chemistry, for regular high school, has been conducted in a way that is disconnected from the student's daily life, prioritizing the textbook, verbalizing the contents and excessive application of theories, raising students' lack of interest in chemical content and this reality requires a methodological innovation that can assist teachers in this ongoing challenge of teaching learning in chemistry. The present research aimed to investigate the contribution of experimental activities as a methodology for the teaching of chemistry and was carried out through the study of five activities applied to the 1st year of high school, to then produce a sequence of teaching to be used as alternative teaching material, aiming to contribute to the teaching and learning process of chemical transformations. The research was developed in a qualitative and applied perspective in a meeting structured in three pedagogical moments: discussion wheel for explanation, problematization and contextualization; computer lab, directed access and theorizing; chemistry laboratory, experimentation. The research had as subjects, students of the 1st year of high school, night, of the Escola Estadual Marechal Eurico Gaspar Dutra and the data collection carried out through printed questionnaires. The analysis and discussion of the results indicated that the methodology enabled dialogic interaction, contextualization and the construction of meanings. In this sense, the investigation pointed out that a well-developed, well-founded and contextualized teaching sequence contributed to the teaching and learning process, favoring inclusion and relationship with the student's social daily life.