Arco de maguerez: uma abordagem para o ensino da tabela periódica no ensino médio

Abstract

The Active Methodology of the Maguerez Arch (MA) is characterized by a problematization approach, consisting of five distinct stages: Observation of Reality, Key Points, Theorization, Solution Hypotheses, and Application to Reality. In this methodology, students are invited to observe the reality in which they are inserted, identify a problem, and, from there, develop all the stages of the MA until the application of the proposed solution to the studied reality, making them autonomous and builders of their own knowledge. For Chemistry teaching, this methodology presents itself as a fruitful alternative, stimulating students' critical thinking and reasoning by bringing chemical content and concepts closer to their realities and daily lives. Given this, the present study aims to foster higher-quality learning of the Periodic Table content through the active methodology of the Maguerez Arch in a first-year high school class. This study is characterized as exploratory research, action research, and field research and was conducted in a first-year class at a state school in the city of Pau dos Ferros/RN. The class was divided into four groups, and for the implementation of the study, an assessment rubric was developed, composed of seven evaluation criteria, with the purpose of assessing students' development based on their engagement in the MA activities. Among the main results obtained, students' performance was observed to range between 40 and 69 points, revealing their difficulty in understanding the MA stages and the proposed activities, thus requiring teacher intervention and support. Additionally, a low level of student engagement and enthusiasm in carrying out the proposed tasks was noted. Therefore, significant difficulties in understanding and applying the MA stages became evident, along with a low level of engagement and enthusiasm from students, which limited the effectiveness of this methodology’s application.