Uso de mapas conceituais no ensino de termoquímica: uma proposta de sequência didática baseada na aprendizagem significativa

Abstract

The study of thermochemistry concepts favors the development of skills so that students understand the use and production in different phenomena and can interpret them, as well as evaluate and judge the risks and benefits of using different forms of energy, linking knowledge with other areas of knowledge, thus promoting interdisciplinarity. The CTSA approach, in educational practices, provides the development of skills in students that make it possible to understand the role of man in nature, thus inserting the student in the social context, contributing to their formation as a critical and responsible citizen. The use of Digital Information and Communication Technologies (TDIC) brings the possibility of making educational techniques more flexible, making school environments increasingly rich, which, from a solid base, allows the insertion of new pedagogical practices. The use and influence of technologies are a daily reality in many situations, most students are already used to the diversity of devices, such as computers, tablets, smartphones, as well as a variety of applications connected to the internet network. The applied didactic sequence will allow the study and evaluation from a procedural perspective, including the planning, application and evaluation phases. The objective of this work was to evaluate the students' significant learning, through a didactic sequence (SD) of teaching, which used audiovisual resources and practical experiments as a study tool for the teaching-learning of chemistry related to the thermochemistry content. To assess learning, Concept Maps (CM) were used as an evaluation mechanism. The SD was applied to 20 students of the 2nd year of high school at a private school, located in the city of Maceió - AL. The result of this work pointed to a positive evaluation regarding the proposal of the didactic sequence, it was observed, through the validation instrument, that most students, in their conceptual maps, presented more conceptual propositions at the end of the research. Therefore, it can be considered that DS contributed significantly to the teaching-learning process, as it aroused students' motivation and interest in thermochemistry content. The educational product generated from the collection of the application of the tests was the elaboration of a didactic sequence, containing the tests and the orientations directed to the teachers on how to work with the proposal.