Metodologias ativas na educação básica: uma proposta de sequência de ensino e aprendizagem para o conteúdo equilíbrio químico

Abstract

The content of Chemical Equilibrium is complex and requires a solid conceptual mastery from teachers and students in previous concepts, such as stoichiometry and kinetics. There are many discussions about how to improve the teaching of this content, valuing students' prior knowledge, developing their skills and competencies for intellectual and social autonomy and promoting their conceptual understanding. In this research, the Theory of Meaningful Learning and Active Methodologies was used to investigate evidence of meaningful learning in Chemical Balance in high school students. To this end, we opted for the Qualitative Research approach, using Participative Research as an investigation strategy, which allowed planned interaction with the investigated social group, enabling the necessary adjustments throughout the data collection process to maintain the integrity of the research. Therefore, data were collected from 101 high school students, from 6 public schools in the city of Manaus. Data collection was organized in two moments: (1) application of an instrument organized into 3 parts: general information, students' perception of teaching and learning strategy with digital resources and conceptual test to gather prior knowledge; (2) Teaching and Learning Sequence (TLS) structured around the theme “Water: a precious liquid” with Chemical Balance content – having TLS organized into 9 meetings. For data analysis, Discursive Textual Analysis and descriptive statistics were adopted. The results showed that activities such as exposition of ideas, opinions, questions, debates, experimental classes and seminars were valued by students and that their engagement was high, especially in experimental activities The application of TLS was effective in understanding the concept of reversibility in physical processes, but not in reversible chemical reactions. Paired learning and the use of comics were more effective for learning than video. Regarding the preparation of Concept Maps, students presented low to medium performance. Learning difficulties were identified in recognizing evidence of the occurrence of a chemical reaction and understanding the equilibrium state. Students also reported difficulties in activities that mostly required the use of technology during classes.