As contribuições da experimentação investigativa no ensino de soluções químicas: uma análise da aprendizagem dos alunos

Abstract

The present work is a didactic sequence developed during the residency period of the Pedagogical Residency Program (PRP), the program aims to promote the professional development of the graduate, in research activities and classroom work. Among the experiences provided by the program is contact with the classroom and the aspects that specifically make one a teacher. Based on the above, the research was developed with the 4th year class of the integrated technical course in IT in the study of the content of chemical solutions. The initial observations of the class suggest the importance of involving active methodologies in teaching chemistry for active involvement and critical of the student in the teaching-learning process, thus, the study involved the preparation and standardization of solutions in the investigation of the quality of vinegar as a problem issue, based on the neutralization volumetry technique. Action research is an exploratory study with a qualitative approach that used observation, analysis of activities and a questionnaire as a data collection method to evaluate contributions to the methodology for learning the concepts of chemical solutions. The analysis of students' perception regarding the methodology was carried out through content analysis proposed by Laurence Bardin (1977). The results of the application highlighted the contribution of the methodology to the active and critical involvement of the student and contributed significantly to the construction of a more concrete and applied vision of the processes and practices of science.