Unidade de ensino potencialmente significativa para o estudo de química orgânica

Abstract

The teaching of chemistry plays an important role in our society, as citizens interact with this knowledge by different means: power, technology, construction, medicine, clothing, among others. Learning of chemistry requires contextualization, interdisciplinarity and mainly the acquisition of knowledge that enable the students to intervene actively in the place they are living. However, the knowledge diffused in education is the transmission of information, definitions, rules, memorizing formulas and concepts. These activities are disconnected with the experience of the students and the facts of everyday life. The teaching of organic chemistry is presented as a jumble of seemingly unconnected and useless information, emphasized only for writing and naming their respective formulas. Contrary to this kind of approach, was developed a Teaching Unity on Organic Chemistry Education which enables students to understand the phenomena, understand news, analyze and understand information, questioning, doubting, verify that the data is correct, everything for the student to drop the viewer position to act on problems that affect it. As theoretical framework was used to Ausubel meaninful learning theory, using prior knowledge existing in the student’s cognitive structure, integration with the other students, defended by the Vygotsky’s Sociocultural theory and the theory of meaningful subversive learning. The proposal was drafted following the steps of teaching units in potentially meaningful learning where, at first was made the lifting of the previous knowledge of the students, then the content was presented in a more general aspects and, from there, each subject was elaborated more specifically, in order to accomplish progressive differentiation and inclusive reconciliation. The concepts covered on the themes followed the origin, identification and application of carbon, according to Unit’s footsteps. The application was performed in seven classes from 3rd grade of State Vera Cruz High School and a third grade class from the high school of the Synodal Immigrant Institute, located in the city of Vera Cruz, RS. Among the activities developed were analyzed qualitatively the mind maps and presentations of works and quantitatively the pre, post and summative assessment tests. The analysis from the results provided evidence of meaningful learning, which is the goal of potentially significant educational unit.