Uso da metodologia ativa rotação por estações como ferramenta complementar para o ensino de química na educação básica

Abstract

The search for alternatives to traditional education leads to new ways of teaching and learning. Given this, active methodologies emerge to provide the teacher with an alternative to lectures and bring the student to the center of the knowledge construction process, which can make this process more attractive to the student. So, the objective of this work is to apply the alternative methodology Rotation by Station to minimize the difficulties in the teaching-learning process in chemistry, in addition to making the student the protagonist of their learning. To this end, the methodology was applied in four stages: the first station consisted of a printed summary and a video related to the subject, then students were asked to create a mental map, and in the second stage an experiment on electrical conductivity was carried out, in which students actively participated in assembling the circuit, at the third station the task was to write the electronic distribution, choosing an element from each group of the periodic table, finally, at the fourth station, Kahoot was used, which is a platform game-based learning. The results referring to the rotation technique were obtained through a quantitativequalitative approach. The data were analyzed through a comparison of learning before, during, and after the application of the methodology, which demonstrated that learning became even more significant with the introduction of the rotation technique, which increased the engagement, participation, and interest of the students. The technique offered as an alternative in the process of building chemistry knowledge was well received by the students, making the content more interesting and reinforcing itself as such through the analysis and reporting of the student's experiences.