Sequência didática para ensino de físico-quimica com video-experimentos um guia prático para professores do ensino médio

Abstract

The master's thesis presents the development and implementation of an innovative didactic sequence for teaching physical chemistry, utilizing digital communication and information technologies. The study was conducted with a second-year high school class at Professor Leopoldo Maieron-CAIC School in Bagé, Rio Grande do Sul. The theoretical foundations included David Ausubel's Theory of Meaningful Learning and Gowin's V Epistemological Theory. The overall aim of the study was to develop and evaluate the effectiveness of audiovisual didactic materials based on Gowin's V Epistemological Theory as an innovative pedagogical tool for high school physical chemistry education. This objective aimed to enhance conceptual understanding and promote meaningful learning, helping students overcome common challenges in this subject area. The methodology employed was pedagogical intervention, involving the initial presentation of experiment videos conducted by the researcher, followed by detailed theoretical discussions of each topic related to the videos using educational materials created on the Genial.ly platform. Following the implementation of the didactic sequence, results indicated significant learning gains among students in chemical kinetics, collision theory, and thermochemistry concepts, demonstrating the successful achievement of the proposed objectives. This study significantly contributes to the educational field by offering an innovative approach that integrates technology, established educational theories, and effective pedagogical practices, fostering a more engaging and efficient learning environment for high school students studying physical chemistry.