Ensino de cinética química por meio de rotação por estação com base na análise do potencial de alfabetização científica presente no livro de química Martha Reis PNLD 2018

Abstract

This dissertation started with the analysis of the Chemistry textbook, Martha Reis PNLD 2018, since it is a book of great requisition in the schools of the state of Alagoas, after analyzing the content of chemical kinetics present in the book of the 2nd year, we found absence of some indicators that, according to Pizarro 2014, are extremely important to guarantee scientific literacy at this level of education. In view of this, a didactic sequence was elaborated, which consists of evaluating an active learning methodology, rotation by season, as a way to increase students' interest. in chemistry classes, in addition to demystifying the idea that chemistry is a boring and difficult discipline, which is usually reported by students, after traditional discipline classes, within this sequence we approach the concepts related to chemical kinetics in everyday practices from the students. Understanding that this methodological intervention proposal could contribute to the teaching and learning process of Chemistry, we defined as a general objective to analyze the results of the experience / intervention of a didactic sequence proposed based on the methodology of rotation by seasons, mediated by the use of digital tools, to promote active learning of the concepts associated with the teaching of chemical kinetics. For this we use technological resources that range from showing videos such as Draw Chemistry to its own elaboration. Our proposal for a didactic sequence was based on the teaching of catalysis: chemical kinetics, since it is a subject seen in the classes of the 2nd year of high school, it is a subject in the area of physical chemistry, an area in which students present the worst performances, a time that combines knowledge in mathematics, physics and chemistry. We use the Blended Learning method: Station-Rotation Model, as it is a method of easy planning and execution, which does not require high investments and is highly flexible and adaptable. The application of the sequence took place at a reference state school in the city of Maceió for deaf students, the Tavares Bastos State school, with the participation of 25 students, four of whom were hearing impaired or deaf. We found that during the rotation some concepts were improved and there was greater learning, since the activities were geared to the students' daily lives, making it easier to assimilate and correlate. We adopted assumptions of the qualitative approach, which were classified within the action research strategy, whose data were collected through questionnaires, classroom observation and activities carried out in the learning stations, thus we concluded that the methodological proposal of rotation by stations contributed for the process of building the learning of chemical kinetics concepts, as a complement of the teaching work in the conceptual approach, aiming at a modification of the teaching process of Chemistry in the promotion of a more active and collaborative learning.