Experimentação articulada à resolução de problemas: contribuições nos processos de ensino e de aprendizagem em química

Abstract

This work presents the result of a qualitative nature proposal with a research methodology of participant type, which aimed to analyze the forms of contribution of the teaching methodologies implementation involving Experimentation articulated to Problem Solving in the discipline of Chemistry in a third year class of high school at a private school in the city of Caçapava do Sul - RS, covering topics of Organic Chemistry content in a hybrid way. The development of this project was based on the psychological assumptions of Lev Vygotsky, by understanding that the individual learns through his relationship with the social other, and on the epistemology of Larry Laudan, for believing that Science develops from problems and by the methodological aspects of Experimentation and Problem Solving. The data production took place through the application of Initial and Final Likert-type questionnaires aimed at the students, video recordings of remote interventions between students and teacher, logbook and reports. The interventions were made up of three different moments, applying a set of three Experimentation activities on the same subject with different degrees of difficulties, linked to the Problem Solving methodology. To introduce these activities to the students, videos were created in the PowToon application, in order to make the problems attractive to students and problematize better the didactic proposition. After the application of the activities, the data were analysed and categorized a priori as they were presented at work. As an educational product, an e-book was produced with the presentation of the Experiments articulated to the elaborated Problem Solving, the presentation of the productions in videos containing the problems through the PowToon application, as well as a tutorial for the realization of these videos, seeking to minimize the difficulties presented in its execution for future interested in working with this process, in order to provide different perspectives on the subject and the sharing of the results achieved among the teaching class. From this research, the students' lack of knowledge about the methodologies treated was evidenced, as well as their potential as an instrument for improving teaching and learning when properly understood, developing cognitive skills during the elaboration of strategies, motivation, critical reflection, creativity and argumentation.