O ensino de transformações químicas por investigação: uma abordagem com alunos do 9° ano do ensino fundamental

Abstract

Chemical transformation can be addressed from different perspectives and different subjects. It is imperative to its understanding that the teaching strategy go beyond chemical reactions, symbols and formula. In this thesis I highlight the value of a scientific literacy and the sequence of an investigative teaching on the promotion of a meaningful learning. This way, the learning of pertinent scientific concepts becomes the link between conceptual knowledge and real-life situation, impacting positively on the motivation and learning. This essay aims to contribute on the process of a teaching-learning chemical transformations to 9th grade students from the elaboration of an educational product that stimulates the usage of an investigative approach on the process of meaningful learning. This thesis presents itself as a qualitative approach of an action research with emphasis on the observations made by the participants, whose goal is to generate knowledge. The five steps of the methodology used are: assessing the students’ previous knowledge through a quiz, proposing an experimental problem, proposing a hypothesis, collectively structuring the knowledge and the qualitative assessment trough a journal. After the assessment, we were able to verify that the usage of Investigative Teaching Sequence as an instrument to foment teaching in an informal context provides situations that favor the understanding of chemical transformations and how it associates with daily situations. This way, its expected that the educational product provides a better acceptance of the teaching of chemical transformations, inspiring other educational propositions based on the investigative teaching.