Uma proposta de sequência didática digital para o ensino de eletroquímica

Abstract

The present research presents an investigation on the production and elaboration of a Digital Didactic Sequence (DS) about Electrochemistry. Therefore, the guiding question is presented: what are the possible contributions of the Didactic Sequence "Digital Teaching of Electrochemistry", as a pedagogical strategy for the teaching of Chemistry in Basic Education, from the perspective of Chemistry teachers from a state school in the municipality of VárzeaGrande - MT? A qualitative research approach is adopted, taking the case study method, as it allows the researcher to explain the phenomenon in its real context through a range of methods and ways of exploring, understanding and describing the case. The data collection instruments were online questionnaires, semi-structured interviews, articles related to the teaching of Electrochemistry, textbooks and applications of digital technologies. The research universe comprises the Professora Adalgisa de Barros State School, located in the municipality of Várzea-Grande-MT, with four teachers from that school as participants in the research. When carrying out a literature review on Electrochemistry, it appears that, beyond a small number of publications aimed at high school, there is a lack of research aimed at teaching this concept, as it is a fundamental chemical concept for the systematization of numerous other fields of chemistry. Thus, in order to contribute to the confrontation of problems related to the teaching and learning of this content, an educational product is presented as a teaching procedure, through a Didactic Sequence (DS), to support the teacher in their pedagogical practice, in a dynamic and interactive environment, becoming the active individual and protagonist of scientific knowledge, giving them the opportunity to develop and build concepts in a significant way in relation to the knowledge of Electrochemistry within the teaching of Chemistry.