Estratégias didáticas para o ensino de cinética química visando a aprendizagem significativa

Abstract

This research aimed to verify and understand the events that emerged from the relationship, for the teaching and learning of chemical kinetics, between didactic strategies and meaningful learning, in a class of high school students. Information related to: significant learning was sought in several references; teaching of chemical kinetics; and didactic strategies, analogies, contextualization, investigative experimentation and concept maps. The didactic strategies were inserted in a didactic sequence and were executed as an intervention, and thus a strategic action research is assumed. The observed and collected situations were analyzed by the qualitative spectrum, with the analytical path subsidized by the Content Analysis. Data collection was carried out through: questionnaires, activities carried out in the classroom, the field diary and audiovisual resources (video camera). It was possible to observe the importance of distinguishing students' previous knowledge for the beginning of activities. It was understood that Activities with investigative experimentation promoted significant learning with learning by discovery; they were not very favorable to the learning of the concepts, but they had potential to provide situations of the increase of attitudinal aspects; they were well regarded by the students, but it is understood that this acceptance, in its majority, refers to their liking to see the chemical phenomena. The analogies, approached by the Teaching With Analogies (TWA) method, were, in their majority, favorable to the learning of the subjects approached, and they promoted the types of significant learning, however, some students presented difficulties, as it was observed in their responses to the activities, that they understood the analogous concepts as being of the same nature as the target concepts; or exceeded the context of comparisons with the analogue. The didactic contextualization strategy was well accepted by the students and proved to be quite favorable in learning the subjects. The role of contextualization was highlighted as a potential motivating instrument, and in developing and improving positive attitudinal aspects; through the students' responses to the activities, the processes of progressive differentiation and integrative reconciliation were also observed. Most students pointed out concept maps as good influencers for learning subjects, on the other hand, it was observed through the concept map evaluation method used, that few students achieved average scores. Even so, it was observed that important categories of the last constructed conceptual maps stood out to the detriment of the first, emphasizing that there was a conceptual evolution and significant learning. From the analysis of students' performance to didactic strategies, it was understood that, for a student, a specific didactic strategy was not always favorable to the significant learning of the subjects of chemical kinetics, however these learnings were diversified in relation to the strategies.