A experimentação como estratégia de ensino de Química em escola privada no Município de Humaitá - AM

Abstract

The use of methodological strategies as a tool to give meaning to the contents of Chemistry has been considered a useful and elementary resource. Among them, experimentation based on research has been highlighted since it allows students to be protagonists of their learning. Such methodologies play a motivating role in the teaching-learning process, promoting more meaningful learning. Thus, the present work aims to analyze the use of experimentation as a methodological strategy in the teaching of Chemistry in High School. In order to do that, a pedagogical intervention was carried out with the execution of two experiments, with different degrees of freedom, one of them based on the SEIs proposed by Carvalho (2013). Data were collected through questionnaires, participatory observation, with the aid of video and audio recordings, and textual production by students, which were analyzed using the Discursive Textual Analysis (ATD) technique. The analysis was divided into two categories: the interview with the teacher; and what students think and do about experimentation. From the data of this, we came to conclusion that the stimulation by the use of the laboratory served as an efficient teaching technique, which must be constantly maintained so that it can provide the student with a meaningful understanding, and also offer means that are able with relate concepts seen in the classroom with your daily life.