Contribuições da contextualização e modelagem sob o enfoque simbólico-matemático no processo de ensino-aprendizagem da estequiometria

Abstract

This research focused on the investigation of how contextualization and modeling could contribute to minimize learning difficulties in the teaching of the stoichiometry content in the General I chemical discipline under the symbolic-mathematical approach of the structure of matter and its transformations , Manifested by newly graduated high school students enrolled in Engineering and Geology courses at the Federal University of Amazonas-UFAM, from public and private schools in the city of Manaus. The methodology applied in the research was qualitative with a participatory approach, using as resources, theoretical classes, modeling activities and interactive dynamics, contextualized with daily life and mediated by the teacher. For the data collection, instruments were used to evaluate the process in the form of a questionnaire to verify knowledge (pre-activity), with open and closed questions, problem solving, practical activities (modeling) and final questionnaire of the research, Containing evaluative activities about the subject studied and opinion about the applied strategies. As a result of the research, it was verified that contextualization and modeling are alternative teaching strategies that can be a methodological resource that establishes a connection between previous knowledge and scientists, allowing students to effectively articulate levels of representation (macroscopic, Submicroscopic and symbolic) that involve the structural chemical concepts of matter and their transformations and, consequently, a meaningful learning of the stoichiometry content.