O ensino de tabela periódica por contextualização: uma sequência didática com alunos da 1ª série do ensino médio

Abstract

Considering the limitations of the textbook referring to the content of the Periodic Table and the demotivation of students in class, it was questioned how to make the study of chemical elements more meaningful for the student, aiming at training for the exercise of citizenship. In this context, when analyzing the textbook adopted by the State School Professor Theotônio Vilela Brandão, Maceió - AL, it was found that it does not contextualize the chemical elements in a satisfactory way. The Periodic Table (TP) ends up being used only as a source of consultation without the student understanding its importance for life and science in general. In addition to this question, the student has great difficulty in the domain of writing and localization of the symbols of the elements. The activities of the textbook are not sufficient for the student to have a truly meaningful learning. Therefore, this work aims to contribute to the improvement of teaching learning of the Periodic Table. It deals with a Didactic Sequence (SD) proposal, where the use of active methodologies in classes was adopted, being carried out in five stages developed with activities such as shared reading of texts, making parodies, games, structures, play, painting on the wall of the school and the elaboration of the dictionary of chemical elements. This teaching strategy was applied in six classes of the 1st grade of High School of that school. The methodology developed in this research is of a qualitative nature. For the diagnosis of learning, procedural evaluation was used through the observation of students' engagement and performance in the proposed activities. SD collaborated for the contextualized study of TP, promoting scientific literacy and skills development in students. In this way, the students achieved better results in the evaluations and understood how important Chemistry is present and is important in their lives. The results presented in this research were based on observations of students' participation and involvement in the proposed works, being discussed and analyzed according to the parameters established by UNESCO, called Pillars of Education. Based on the above, it is believed that this proposal contributed so that students can exercise citizenship and act as protagonists of their learning process with greater criticality in relation to everyday situations involving chemical knowledge.