O uso de sequência didática e situações-problema como metodologia para o ensino de química em escolas da cidade de sanatana do araguaia-pa.

Abstract

In the Chemistry discipline, the majority of students have learning difficulties, and the teacher has to adopt methodological techniques that contribute more effectively to the process of obtaining knowledge. In this sense, this study proposes to investigate how the methodological strategy using Didactic Sequence (DS) built from Problem-Situations (PS) can contribute to the teaching and learning process of Chemistry in a school located in the municipality of Santana do Araguaia/Pará. is a participatory research (Krohling Peruzzo, 2017), which has first-year high school students as participants. Among them, the SD was applied divided into six stages: Stage 1 - construction of the script through bibliographic survey in Dissertations and Theses on the CAPES platform, and articles in magazines; Step 2 - realization of the theoretical approach of the object of knowledge Chemical Bonds; Step 3 - development of the experimental activity using problem situations; Step 4 - application of the questionnaire with questions about the experimental part presented to the group of students participating in the research; Step 5 - application of the questionnaire on the proposed methodology; Step 6 - reading and analysis of data from the questionnaires. The results obtained revealed that the DS aroused in the students the interest in experimental classes, being observed the involvement, participation and interest during the development of the proposed DS, legitimizing this teaching and learning strategy. The use of substances and objects present in the students' daily lives, such as sucrose, sodium chloride, coins, scissors, watches, rings and water in the execution of the experimental class, made it possible to understand that contextualized teaching favors the interest in learning the content, contributing to the understanding of abstract scientific concepts through experimentation as a didactic strategy. Therefore, we understand that this study will encourage contributions to the teaching of Chemistry, mainly in the region where the SD was carried out. The considerations about the research are emphasized, emphasizing the need for continuity of this practice in teaching, since, for the region, the experimental methodology is still little used.