Mostra científica no ensino de química: uma estratégia para incentivar a formação do senso-investigativo dos estudantes do ensino médio
Oliveira, Adriano Anastácio de
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The teaching of Chemistry, most of the time is taught in a content way, in which it has a perspective related to teaching in a traditional way. Because it is a discipline considered abstract, the methods developed to teach the classes, such as: playful games, scientific events, among others, contribute to a better understanding of the subject by the students. The insertion of scientific samples on a recurring basis in high schools, results in the approximation of theory and practice, in which there will be a significant incentive for student teachinglearning, and consequently, a greater search for knowledge, not only about the content given by the teacher in the classroom, moreover, the possibilities that through experimentation, there will be new discoveries about chemistry, in which the students did not know. The difficulties presented by high school students, in relation to the contents of Chemistry, contributed to propose the insertion of methods, in which the scientific sample can be cited, to make the students come to understand the subject in a playful way and satisfactory. The aim of this work is to encourage high school students at the Escola Estadual Professor Claudeci Pinheiro Torres, specifically the 2nd morning class, to understand the content of chemistry in a playful and contextualized way, through the scientific exhibition. The steps taken in this research are as follows: expository conversation and class diagnosis, through an initial questionnaire; choice of theme for the scientific exhibition; monitoring of groups; the scientific exhibition took place in two days, and finally, the application of the final questionnaire, to measure how satisfactory the application of the sample was to encourage learning chemistry. The results obtained with the insertion of the scientific sample in the students' school environment, have been fruitful, when the aspects involving the students, appear positively. In which the interest is evidenced in the analysis of the questionnaires, mainly in the words of those involved, in the essay question contained in the qualitative evaluations.