A experimentação investigativa contextualizada por meio de materiais acessíveis como estratégia para uma aprendizagem significativa

Abstract

In relation to the school environment, where the Teaching and Learning process needs to go beyond what is seen in everyday schools: oral exposition and the use of textbooks are constantly used as the only teaching tools, and what is known, does not is enough to promote meaningful learning, considering that there are several factors that contribute to students' lack of interest in the content seen at school, therefore, it is important that teaching is worked from the context in which they are inserted. Regarding Chemistry Teaching, content can be developed based on contextualization both theoretically and experimentally. The research sought to answer the following problem: Is it possible to demonstrate, through contextualized experimentation, using Accessible Materials, meaningful learning? The objectives outlined in this investigation were: to analyze evidence of meaningful learning through contextualized experimentation, using accessible materials; present the classification of accessible materials used in experimentation; apply an Investigative Teaching Sequence (SEI), covering Chemical Kinetics content; theorize the evidence in light of the Meaningful Learning theory. The methodological path was based on a qualitative approach, using Participant Research as a method and as instruments for data collection, the application of an Investigative Teaching Sequence (SEI), where in the light of discursive textual analysis, the data were analyzed. The research field was a class of 2nd year high school students from a state public school in the city of Manaus-AM. The results of this research reiterate the effectiveness of Contextualized Investigative Experimentation (CIE) and the use of accessible materials, based on the Theory of Meaningful Learning, in promoting a deeper understanding of Chemical Kinetics concepts among high school students. The practical application of these approaches engaged students in relevant learning, demonstrating evidence of meaningful learning, in addition to highlighting the importance of connecting teaching to the students' experiential context. Despite challenges such as limited resources, the adaptive strategies adopted emphasized the need for flexibility and pedagogical innovation, contributing significantly to science education.