Construção de conhecimento químico mediado pela experimentação : uma proposta para o ensino fundamental II

Abstract

This research involves discussions about the teaching and learning process of teaching Natural Sciences with a focus on objects of knowledge in Chemistry. It is considered that objects of knowledge related to phenomena, theories and languages are complex due to the historical nature of the Matter and Energy models and the AtomicMolecular Paradigm. Throughout Elementary School, as students advance through the teaching stages, the proposed objects of knowledge become more complex, increasing the level of abstraction, making it difficult to understand the topics covered. The objective of this research was to investigate, from a phenomenological perspective, the contribution of using experimental didactic activities to the learning process, in reading phenomena, theories and languages in relation to Chemistry concepts covered in Elementary School II. The research methodology has a qualitative approach, of an applied nature and, in relation to the objectives, the research is descriptive from the perspective of phenomenology, which aims to describe and interpret the phenomenon in the perception of those who experienced it. During development, three Blocks of experimental teaching activities were proposed, using the Investigative Teaching Sequence (SEI) as a teaching methodology, in which students responded to questions that were used to analyze the phenomenon under discussion. The work was carried out with 30 students regularly enrolled in the 9th year of Elementary School II at Escola Estadual Professora Zeni Vieira, located in Sinop, Mato Grosso. From a phenomenological perspective, it is important to emphasize that the students mobilized their cognitive structure, enabling a conflict that triggered a search for learning, evidenced by the interest shown throughout the development of experimental activities. Furthermore, the methodology used broke with traditional teaching standards, which prioritize the accumulation of information to the detriment of the study and analysis of phenomena relevant to the training of students as agents of transformation. Also, the relationship between real situations, symbolic language and theories stands out, which favored scientific thinking, as well as providing a provocative scenario and awakening to thinking at the abstract level necessary for understanding the objects of study of Chemistry.