Química forense: uma ferramenta motivadora para a ampliação do conhecimento de química e conscientização ambiental

Abstract

The current situation of Chemistry teaching varies depending on the context of each region and socioeconomic conditions. Common challenges include conventional pedagogical approaches, access to technology, interdisciplinary, contextualization, equity and qualified teacher training. The latter plays a crucial role in the classroom, directly influencing students' educational experience. The search for an innovative and effective educational approach is necessary to promote the transmission of knowledge and awareness on important topics. In this context, teaching Chemistry with an environmental focus emerges as a motivating tool to promote environmental awareness and the development of investigative skills. This work brings an innovative didactic approach that integrates forensic investigation techniques and scientific knowledge in the environmental area, aiming to promote active, meaningful and interdisciplinary learning for students, while stimulating environmental awareness and engagement with socio-environmental issues. To achieve this objective, the research teaching methodology was applied using the Case Study (CE) method. Methodologies chosen because it is often considered an effective teaching method for high school as it promotes student engagement. Two questionnaires were applied to find out the students' level, then the case study was carried out and finally the same questionnaires were applied again to compare the answers. The results showed that after the activity there was an increase in correct answers from 24% to 66%, showing that in the 3rd year class the activity was 42% efficient. The positive result followed questionnaire 2, where there was a 26% increase in the correct answers to the questions. For the 2nd year class, questionnaire 1 had a 23% increase in correct answers. The dynamic allowed students to recall previous concepts and discuss the execution of experiments among themselves, highlighting the importance of dialogue in learning. Furthermore, in questionnaire 2 the results of the responses did not vary. The conclusions of this work go beyond the limits of the classroom, providing students with practical scientific knowledge in an accessible way, demystifying the idea of difficulty in the Chemistry discipline and enabling them to become agents of change in their communities.