O uso da rotação por estações de aprendizagem no ensino de química em escola pública no Alto Oeste Potiguar

Abstract

Chemistry is an essential area of knowledge for human development, as it is present in various sectors of society, such as: industry, pharmacology and technology. Even so, the teaching of Chemistry is often considered difficult and complex, this perspective reflects the opinion of some Basic Education students, who feel that the knowledge of this science is uninteresting, as it is very distant from their reality and has no meaning. real so that it can be assimilated. Therefore, as a result of these demands, the teacher encounters great difficulties to be overcome so that the process of teaching and learning Chemistry occurs effectively and with quality. In view of the above, this work's main objective is to analyze the use of the Cooperative Technique of Rotation by Learning Stations in the teaching of Chemistry, through a didactic sequence, as an alternative in the development of learning the knowledge object Acids and Bases, by public school students in Alto Oeste Potiguar. The present work is a qualitative approach of an exploratory nature and of the action research type, in which the following techniques and instruments were used to collect data: observations, digital logbook, survey of prior knowledge, conceptual map and the application of an opinion form, in order to understand the cognitive processes that involved the construction of knowledge by students about Acids and Bases, in addition to obtaining information about students' perspectives on the developed circuit of diversified and interdependent activities, the basis of the Rotation by Learning Stations, used to make Chemistry learning more effective. The data obtained shows, in general, that this cooperative technique provides a considerable change in the students' attitude in Chemistry classes, in which they become active, autonomous subjects and protagonists in the development of their own learning. Furthermore, it provided an approximation of the conceptual knowledge of Chemistry with the student's daily life, making the act of learning more attractive, dynamic and with real meaning. However, the development of this proposal for a cooperative technique in the teaching of Chemistry, as a complementary strategy to the traditional methodology, showing great potential in the assimilation of content by the student, in addition to contributing and stimulating academic studies and discussions about the application of this technique in process of teaching and learning Chemistry in Basic Education, aiming to overcome the various limitations of the educational context of public schools.