A exprimentação investigativa como alternativa para o ensino de química no Ensino Médio
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Date
2023-08-28
Authors
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Gonzatti, Sônia Elisa Marchi
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Oliveira, Eniz Conceição
Hoehne, Lucélia
Bartelmebs, Roberta Chiesa
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Abstract
Particularmente para a Química, a experimentação é essencial para consolidar conhecimentos e compreender fenômenos, relacionando-os a diferentes aplicações. Partindo dessa premissa, a presente pesquisa, de natureza qualitativa, visou examinar se a experimentação investigativa facilita o ensino de Química em uma turma de 2º ano do ensino médio em uma escola da rede pública estadual em Guarantã do Norte, estado do Mato Grosso. Para a intervenção pedagógica, foram elaboradas três Sequências de Ensino Investigativo (SEI), baseadas nos pressupostos teórico-metodológicos do ensino por investigação: Ácidos e Bases (SEI-1); Tudo se transforma (SEI-2) e por que a água não queima? (SEI-3). Em relação à geração de dados, foram utilizados instrumentos como diário de campo da pesquisadora, registros escritos produzidos pelos alunos durante as SEI e gravações em vídeo das aulas. Os dados empíricos gerados foram analisados por meio de aproximações com a técnica da análise de conteúdo. Em termos de resultados, a análise evidenciou cinco categorias, as quais convergem para o objetivo geral da pesquisa, que é investigar desafios e contribuições do desenvolvimento de atividades experimentais de natureza investigativa em uma turma de 2º ano do Ensino Médio. Três categorias representam as contribuições da abordagem didática adotada: indícios de melhorias na aprendizagem de conhecimentos de Química, desenvolvimento da argumentação e desenvolvimento de competências atitudinais. Quanto aos desafios, emergiram duas categorias: fragilidades nos conhecimentos de Química e dificuldades de trabalhar em grupo. De modo geral, esta pesquisa evidenciou as potencialidades das SEI e da experimentação investigativa para ressignificar o ensino de Química. O Produto Educacional decorrente desta pesquisa é intitulado “Sequências de Ensino Investigativo para o Ensino de Química no Ensino Médio”, no qual são apresentadas e discutidas as SEI desenvolvidas, que podem ser adaptadas e aplicadas em outras séries do Ensino Médio e em distintos contextos.
Particularly for Chemistry, experimentation is essential for consolidating knowledge and understanding phenomena, relating them to various applications. Based on this premise, the present qualitative research aims to examine whether investigative experimentation facilitates the teaching of Chemistry in a 2nd-year class of high school in a state public school in Guarantã do Norte, Mato Grosso, Brazil. For the pedagogical intervention, three sequences of investigative teaching (SIT) were developed, based on the theoretical-methodological assumptions of inquiry-based teaching: Acids and Bases (SIT-1); Everything Changes (SIT-2), and Why Doesn't Water Burn? (SIT-3). Regarding data generation, instruments such as the researcher’s field diary, written records produced by students during the SITs, and video recordings of the classes were used. The resulting empirical data were analyzed using an approach based on content analysis technique. In terms of results, the analysis revealed five categories that converge towards the overall objective of the research, which is to investigate challenges and contributions of the development of investigative experimental activities in a 2nd-year class of high school students. Three categories represent the contributions of the adopted didactic approach: indications of improvements in learning Chemistry, development of argumentation, and development of attitudinal competencies. As for challenges, two categories emerged: weaknesses in Chemistry knowledge and difficulties in working in groups. Overall, this research highlighted the potential of SIT and investigative experimentation to redefine the teaching of Chemistry. The Educational Product resulting from this research is entitled "Sequences of Investigative Teaching for the Teaching of Chemistry in High School", in which the developed SEI are presented and discussed, which can be adapted and applied in other grades of High School and in different contexts.
Particularly for Chemistry, experimentation is essential for consolidating knowledge and understanding phenomena, relating them to various applications. Based on this premise, the present qualitative research aims to examine whether investigative experimentation facilitates the teaching of Chemistry in a 2nd-year class of high school in a state public school in Guarantã do Norte, Mato Grosso, Brazil. For the pedagogical intervention, three sequences of investigative teaching (SIT) were developed, based on the theoretical-methodological assumptions of inquiry-based teaching: Acids and Bases (SIT-1); Everything Changes (SIT-2), and Why Doesn't Water Burn? (SIT-3). Regarding data generation, instruments such as the researcher’s field diary, written records produced by students during the SITs, and video recordings of the classes were used. The resulting empirical data were analyzed using an approach based on content analysis technique. In terms of results, the analysis revealed five categories that converge towards the overall objective of the research, which is to investigate challenges and contributions of the development of investigative experimental activities in a 2nd-year class of high school students. Three categories represent the contributions of the adopted didactic approach: indications of improvements in learning Chemistry, development of argumentation, and development of attitudinal competencies. As for challenges, two categories emerged: weaknesses in Chemistry knowledge and difficulties in working in groups. Overall, this research highlighted the potential of SIT and investigative experimentation to redefine the teaching of Chemistry. The Educational Product resulting from this research is entitled "Sequences of Investigative Teaching for the Teaching of Chemistry in High School", in which the developed SEI are presented and discussed, which can be adapted and applied in other grades of High School and in different contexts.
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Keywords
Ensino de Química; Sequências de Ensino Investigativo; Atividades experimentais; Ensino Médio; Chemistry teaching; Sequences of Investigative Teaching; Experimental activities; High School
Citation
CAVASIN, Edna Neves Da Silva. A EXPERIMENTAÇÃO INVESTIGATIVA COMO ALTERNATIVA PARA O ENSINO DE QUÍMICA NO ENSINO MÉDIO. 2023. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 17 jul. 2023. Disponível em: http://hdl.handle.net/10737/3918.