Contextualização e abordagem de conceitos químicos por meio da química forense: uma sequência didática para o Ensino Médio no Ensino da Química

Abstract

Despite advances in education, middle school classes, usually, are conducted with an excess of memorization and lack of meaning, in addition to the didactic potential of the experiments being poorly explored. The insertion of chemical concepts through contextualized approaches motivated the accomplishment of this work, which took into consideration the following question: How to approach scientific and meaningful knowledge in High School, using Forensic Chemistry in a contextualized way? In this sense, the study presents a proposal of learning through the forensic chemistry linked to the daily life of the student. In the mini-course format, we seek to investigate the learning of chemical concepts through forensic experiments in a third year high school class. The research conducted in a qualitative approach, was applied in the SESC José Roberto Tadros, western zone of Manaus-AM (Brazil). The participants were third year high school students and a chemistry teacher, having as instruments of data collection questionnaires and semi-structured interview. The analysis of the data was organized under the light of the Discursive Textual Analysis (DTA), proposed by Moraes and Galiazzi (2007). The results showed that students have difficulty in learning concepts, and that, through contextualized classes, there was more assimilation of chemical concepts by them. We believe that, by working with chemical concepts in parallel with the execution of thematic experiments, it is possible to promote Significant Learning, considering that all the experiments evaluated are perfectly consonant with the contents of High School. Therefore, with this study, it is hoped to promote the learning of students' concepts through thematic activities, such as Forensic Chemistry, in addition to enriching the learning of Chemistry.