Avaliação da experimentação como recurso didático e estratégia no ensino de química no ensino médio

Abstract

Nowadays, even with the advances in regulations that encompass the different teaching methodologies that refute the focus on the traditional paradigm, the simple transmission, and reception of ready-made content, some practices are still widely used. We can highlight the contents of chemistry. Among such practices, simple and pure memorization has been widely applied in the classroom so that without connection with the daily reality of the student has no meaning. Practices like these need to be overcome since the lack of context in the teaching-learning process may not allow students to assimilate some day-to-day events, such as the “rust” iron oxidation process commonly present on iron doors or gates of their homes. Relating students' daily lives to what is learned in the classroom facilitate learning and fixing content. Taking into account aspects such as these, a brief survey and investigation were carried out on the approach to the different contents of chemistry in high school at events in the area of Teaching of Chemistry, with emphasis on the use of the technique of chemical experimentation in such contents, in such a way after classes, whether or not the laboratory is used for the application of the technique. Before and after the experiments, we evaluated the impacts of using this technique in the midst of the didactic resources and educational objectives most used in the last 10 years and how widespread they are. The data demonstrate that the works published in the events on teaching chemistry in high school seek to meet the current guidelines and official guidelines, also exposing the results that can guide a positive change.