Contribuição de uma sequência didática para o estudo de soluções no ensino médio numa abordagem CTS

Abstract

This paper presents experimental activities closest to the student's everyday life as part of a strategy to be used in the 2nd year of high school, had to study and analyze a didactic sequence by literature review, experimental activities focused on Science-Technology-Society (STS) to understand the concepts of chemical solutions. 25 students participated in this research. Students of the 2nd series of the regular high school, a public school located in Barra do Garças, Mato Grosso / Brazil. The methodology discussed in this study was the qualitative nature of pedagogical intervention. The results showed the STS approach contribution in teaching solutions and appropriation of chemical concepts by students, and you can overcome everyday issues, enabling move beyond content initially proposed. Thus, it is expected that this research can approach the discipline of chemistry students through experimental practices in the classroom / field in order to motivate them to provide a more meaningful learning.