Aprendizagem significativa de funções orgânicas utilizando plantas medicinais como organizador prévio

Abstract

The investigation is based on Ausubel's Theory of Meaningful Learning, which emphasizes that students' prior knowledge serves as an anchor for new information in the teaching-learning process, thus, by using popular knowledge about medicinal plants and using the thematic as a previous organizer, the aim was to work on scientific knowledge, promoting the assimilation of organic functions and classification of carbon chains in a meaningful way. The research has a qualitative approach, using the methodology of participant research, whose data collection instruments used were a questionnaire, conversation wheels, conceptual maps and textual elaboration, with the results evaluated descriptively and by content analysis. As a result, the prior knowledge identified in relation to medicinal plants was restricted to a few plants, of a more popular nature and with no perception of relationship with chemistry. With regard to chemical knowledge, there are gaps about atoms, molecules, chemical bonds and chemical elements. In the development of the didactic sequence, the students showed signs of meaningful learning by improving their scientific argumentation, presenting more elaborate concepts and a critical sense, managing to establish relationships with chemistry and classify carbon chains and organic functions, albeit in a little depth, in the structures of chemical substances isolated from medicinal plants.