Sequência didática para o ensino de química: o uso da temática lipídios no ensino médio através de metodologias ativas sob uma abordagem CTSA

Abstract

Given the daily confrontation with the lack of interest of students and in the face of so many distractions that surround them, the act of teaching must, more than ever, promote alternatives that instigate student involvement as co-participants in their own growth. In this regard, this work was proposed for the use of some of the active teaching methodologies in order to involve students as assistants in the act of learning, as well as to understand the subject of Chemistry, combining knowledge on the chosen theme, Lipids, from a CTSA perspective, promoting a relationship between the themes of chemistry and social aspects, through food choices, as well as the possible impacts caused to the environment due to inadequate garbage disposal. Thus, the didactic sequence was applied to person and distance learning, in two state schools in Alagoas on high school classes (regular and EJA modalities) divided into five moments, with different activities in each one. In distance learning, the activities carried out in one of the schools were completely virtual and in another there was the possibility for students to participate in a soap production workshop online. Stages of investigative questions were applied in both modalities, pointing out ways for students to evolve in the construction of knowledge on the subjects covered. The evaluation of most of these questions was carried out through the use of Zoller's ideas regarding the Low and High Order Cognitive Skills that can be generated by students according to the stimulus that is provided to them. The results of the research showed that as students are questioned and analyzed, more complete answers and higher cognitive levels are obtained. The type of analysis of these responses proved to be very effective in evaluating important steps in the process of applying this didactic sequence. Furthermore, the proposed researches made students discover valid solutions to the problem of inappropriate lipid disposal in the environment, realizing the development of sustainable thinking in students, in the three methodologies, in addition to the evolution of knowledge regarding the proposed subjects.