O método jigsaw nas aulas de química: aplicação de uma sequência didática para o ensino das funções orgânicas oxigenadas

Abstract

Lecture-based teaching is still a commonly used strategy in the classroom. However, the problem lies in its constant use, which conditions students to act passively, discouraging interest in studies, especially in more complex subjects like chemistry. In this context, the present research aims to analyze whether the use of the Jigsaw method in the teaching of oxygenated organic functions promotes active student participation in chemistry classes. The target audience was third-year high school students from a public state school in the municipality of Pau dos Ferros, RN. The methodology used was based on a qualitative approach, through bibliographic research and action research. The research activities were carried out over 4 weeks, using a didactic sequence based on the cooperative Jigsaw method, with 2 hours/class per week dedicated to it. Data collection included participant observation, a logbook, and a questionnaire. These were analyzed, categorized, and interpreted in conjunction with some theorists such as Calixto (2020), Gomes (2019), and Marques et al. (2016), among others. In addition, a statistical analysis based on the Likert scale was conducted, with graphical representations produced using column charts generated by Microsoft Excel. As a result, the Jigsaw method was found to be effective in the groups that correctly followed the proposed approach. Therefore, it was concluded that the Jigsaw method facilitated the understanding of the studied subject and promoted active student participation in chemistry classes.