ANDRAGOGIA E A METODOLOGIA ATIVA NO ESTUDO DE QUÍMICA

Abstract

The Chemistry discipline is considered complex by many people, either for the abstract characteristic that this science has or even for the way they are conducted as classes, based on memorization and, consequently, they end up becoming uninteresting. In this perspective, the present work, entitled - “Andragogy and Active Methodology in the study of Chemistry” - aimed to verify the adhesion of Problem-Based Learning by a high school youth and adult education class. The study was carried out completely remotely, and the content worked for the oxygenated organic functions, specifically, the alcohol, phenol, ether, aldehyde and ketone functions. The application steps of Problem-Based Learning consisted of a previous study by students through the available material, dialogues and questions about the main derivatives of the content during the hour-class, and later, an analysis and resolution of the problem-situation was carried out. by the students involved. This research is applied, explanatory and qualitative in nature. Data were collected through two online questionnaires, and according to the responses by the students, it was noticeable that Problem-Based Learning stimulated the direct and active participation of young people and adults during classes, and thus contributed to a consistent learning, since students have spaces to inquire, interpret and dialogue about the content over the course of two hours of classes.

Keywords: Chemistry. Youth and Adult Education. Active methodology.