Atividade Experimental Problematizada (AEP): qualificando estratégias no ensino de química da educação básica

Abstract

This Final paper, developed together with the Degree in Exact Sciences course, with an emphasis on Chemistry, at Unipampa, Caçapava do Sul campus, presented as its target audience a group of the 1st year of High School, from a school located in the municipality of Santana da Boa Vista/RS, belonging to the public education network. The objective was to investigate and discuss the potential of a teaching plan, guided by the connections between the Problematized Experimental Activity (PEA) and Scientific Literacy (SL), in contribution to the teaching-learning processes in Chemistry. The work theme was chosen due to the relevance of the subject, mainly due to the weaknesses of teaching in contextualizing teaching and learning objects for knowledge of Chemistry, based on experimentais classes, which can promote the Scientific Literacy of students, as well as the need to propose teaching methods in the training of future teachers. At the beginning of the activities of this work, it was found that the school's laboratory had been inactive for about eight years and, during that time, it became a deposit for items not used by the school. Since then, with the beginning of this work, the school started to develop laboratory activities with all High School classes. For this purpose, the research took place in a qualitative way, and the methodology of Discursive Textual Analysis (DTA) was used in the analysis of the students' answers, from the application of questionnaires. It was observed, in this work, the potential of PEA, together with SL, in qualifying the teaching-learning processes in Chemistry, from its theoretical-methodological organization, with a view to the development of students' interest and participation.