A aprendizagem significativa crítica aplicada ao ensino da constante de Avogadro e o Mol

Abstract

This work was done in order to address the teaching of the Avogadro constant and the number of molecules, with the challenge to contextualize the teaching of stoichiometry, in a way that is meaningful. Assuming that teaching through traditional methods, with a high number of lectures and fully conteudistas curricula, cause demotivation of students. These are aspects make the teaching process - Chemistry learning less interesting, discouraging the student. As a proposal, which may contribute to a change of route, the significant critical learning, it presents itself as a new teaching practice stoichiometry. Didactic procedures used aim to promote reflection on contemporary student problems and contribute to the reflection, the student in the teaching / learning of chemistry and the formation of a critical individual. The implementation of the proposal was held with a group of 2nd year of high school a school state schools located in the city of Santiago, in the state of Rio Grande do Sul, in southern Brazil, during the months of March, April and May 2014. the investigation was to carry out a considered differentiated practice for that school reality that could contribute to the improvement of the teaching / learning of chemistry and the effectiveness of different methodologies by developing educational material mediated by the use of search with the construction of concept maps, seminars, videos, unconventional practical classes and teacher dialogue - student. Basing this proposal, the theory of meaningful learning and critical theory of meaningful learning of Ausubel and Moreira respectively. The analysis of the research was done from the results obtained from the application of these methodologies in one of the classes and their comparison with the results obtained in another class in which the methods were not implemented. Students, who participated in this proposal, have shown greater interest in learning, getting better use in relation to quality of material produced. Learning significant critically, brought a greater desire to learn from the student than the classical methodology.