Sequência didática no ensino da termoquímica com a abordagem temática energia dos alimentos

Abstract

One of the greatest difficultiesfor teachersin the area of Chemistry and also for students is to be able to relate the contents of this discipline with everyday life, since expanding the range of educational resources, with the use of contextualization, the assimilation of chemical concepts will take place more assertively, thus improving performance in the teaching-learning process. In order to bring chemical concepts closer to the students' experience for the Thermochemistry content, we used a Didactic Sequence, using the theme “Food Energy” as Generating Theme. This sequence was applied in two public schools in the State of Alagoas, by two teachers, both classes having an average of 50 students enrolled, however, a small part of these students did not attend school, thus being considered as dropouts. At the initial moment of DS, a questionnaire was applied as a diagnostic evaluation; during the sequence, the students were exposed to videos of experiments, text associated with the theme and activities such as the analysis of food labels, as an attraction for improving student engagement and participation, and at the end of the sequence process, a summative evaluation was applied , in order to carry out a comparative analysis of the notes at the beginning and at the end of the sequence, with satisfactory results, showing a percentage evolution of 21.83% for E. E. Claudizete Eleutério and 54.77% for E. E. Clóvis Duarte, demonstrating through these that the use of the didactic sequence contributed to the teaching-learning process.