Abordagem metodológica baseada na contextualização e construção de modelo molecular para o ensino de estereoquímica

Abstract

The teaching of Chemistry generally follows the same model as the other disciplines, through the reproductionist approach, the student is then conditioned to the mere reproduction of the content taught in the classroom. School failure may have as one of its assumptions the adoption of inadequate methodologies, however the teacher has a key role in the success of his class. In the past, stereochemistry was considered a daydream, being harshly criticized by the scientific community, currently it is considered a key point, which cannot be separated from modern chemistry. Playful activities have been increasingly incorporated into science teaching in its various forms, however the playful approach becomes educational when it arouses curiosity about the world and life, stimulating new discoveries and creations. The target audience of the research were twenty-six students who are aged between 16 and 18 years old, who study in the 3rd year of Centro Educacional o Pequeno Príncipe - CEPP, located in the city of Atalaia-AL. For data collection in the present research, two pre-prepared questionnaires were carried out, the first questionnaire sought to understand general aspects of the students' view on the dynamics of chemistry classes, the second questionnaire proposed to evaluate the use of traditional teaching, through lecture and with traditional methods of repetition. The third questionnaire sought to evaluate the use of the playful approach, its efficiency and the evolution of the class regarding the topic addressed, finally, its respective incentive relevance was evaluated so that there was a more significant teaching/learning for the content addressed. In this study, from the use of the playful approach to the teaching of stereochemistry, it was shown that this method made the classes more dynamic and encouraged students to participate in their own learning, so it was concluded that the mentioned approach contributes significantly to the apprehension of knowledge in stereochemistry, as it was able to awaken students in a dynamic process, making them protagonists in their training.