Uma estratégia didática como contribuição para o Ensino de Química em uma escola do Ensino Médio no município de Humaitá-AM

Abstract

Chemistry teaching in Brazil has presented various methodological approaches over the years, but with little effectiveness, failing to enable students to associate the content taught with their daily lives. This project aimed to identify, through bibliographic research, the main difficulties presented by high school teachers and students regarding the teaching and learning of chemistry. Subsequently, it analyzed and developed a teaching sequence for teaching chemistry, contextualizing the topic of pH, in a public high school in the municipality of Humaitá, Amazonas. The topic of hydrogen ionic potential (pH) was addressed, and from this, a teaching strategy was developed to address this content in the classroom. The methodology was based on qualitative research related to chemistry teaching, followed by a teaching sequence, which was implemented based on an intervention applied to two second-year high school classes at a state school in the municipality of Humaitá, Amazonas. The intervention took the form of a contextualized practical class. An evaluation questionnaire was administered to students before and after the activity to assess the effectiveness of the teaching strategy. Data processing will be conducted using a content analysis approach (Bardin, 2011; Moraes, 1999). Most authors surveyed consider a lack of contextualization as one of the main causes of chemistry learning difficulties. During the intervention, what was presented in the literature regarding the pH values of the analyzed substances was proven in practice, sparking students' interest in the topic. Thus, contextualized practice was found to be an effective pedagogical tool for teaching chemistry.