Propostas de metodologias ativas para o ensino de cinética química e modelos atômicos.

Abstract

This research aimed to analyze the effects of active classroom methodologies, trying to promote improvements in the teachinglearning process, particularly for the chemistry teaching environment. It is understood, in the specialized literature, that active methodologies represent an expansion of pedagogical possibilities, with changes in the space of discussions and interactions. From the perspective of the student role, the active methodologies permeate the students' involvement with learning, emphasizing their responsibility in this process, leaving their passive state. Considering the challenges and benefits of active methodologies for the school context, the research was divided into two stages: the first was a pilot study, carried out in the 1st year of high school, with the subject of atomic models. The active methodology chosen for this stage was gamification and software applied to chemistry teaching. In the results, many difficulties were found to perform the intervention. As a result, performance was not as satisfactory due to the lack of technological resources in the school. The second stage was held in the 2nd year of high school, with the subject of chemical kinetics. The problems encountered in the first intervention, such as the resistance to freeing up technological resources and access to the Internet, remained, but were circumvented at this stage, as the students answered an online questionnaire in their homes. Regarding the active methodologies chosen, flipped classroom and rotation by learning stations, the objectives were achieved in order to promote better results in the performance of students in the discipline of Chemistry. Based on the collected data, it was possible to verify the evolution of students' learning, which leads to the conclusion that the active methodologies, if properly organized in the teaching planning, can be great allies in the educational process. This research also promoted reflections on the challenges of education professionals who often wish to innovate in their practices, but find obstacles in this scenario, such as the resistance to digital resources, still present in many institutions; limited infrastructure, with equipment scrapped in schools; the difficulty of many experienced teachers in testing new teaching strategies, reorganizing their practices and beliefs about education.