SEQUÊNCIA DIDÁTICA MEDIADA POR METODOLOGIA ATIVA: UMA ALTERNATIVA NO PROCESSO DE ENSINO-APRENDIZAGEM EM QUÍMICA PARA EDUCAÇÃO BÁSICA

Abstract

Scientific-technological progress directly affects the entire society, bringing updates and innovations to various fields. Among these, the Basic Education school stands out as an environment constantly affected by this progress, but which is still immersed in traditional organization, structure and teaching patterns. In the 21st century, it is common to find school institutions that use teaching and learning processes centered on the transmission and reception of knowledge, which are too mechanical and unattractive. In view of this reality, changing pedagogical practices is a teaching demand, as the approach methods are still archaic and do not allow for the development of learning by students in the current educational context. Therefore, the objective of this research was to elaborate and validate a methodology involving Problem-Based Learning in Chemistry for High School. In the methodological development of this study, an exploratory research with a qualitative approach was carried out, using as technical procedures action research, field diary, written production, questionnaire and participant observation. The research was conducted with 2nd and 3rd grade high school students from a private school in the countryside of Goias. The target audience had identified their weaknesses in learning Chemistry content and participated in the application of a didactic sequence mediated by Problem-Based Learning , which allowed us to reflect and infer about the research proposal in the teaching and learning process. The results obtained showed that the use of an alternative teaching methodology provided students with a new, dynamic and interesting way of learning, in which they were more involved. The weaknesses identified are found in calculations and formulas, as well as in the memorization of names and rules, characteristic of this discipline and which make it difficult to understand and understand the contents taught. The application of the didactic sequence revealed that the methodology used favored student learning due to its investigative character, which provided opportunities for the construction and appropriation of knowledge through an active learning experience, in which the learner becomes responsible for what is learned . Therefore, we emphasize that Problem-Based Learning can be a potential alternative teaching methodology to innovate in the study of Chemistry, as it enables greater involvement of students in the teaching and learning process.