ENSINO REMOTO DE ELETROQUÍMICA NA PERSPECTIVA CONSTRUTIVISTA: UMA PROPOSTA METODOLÓGICA PARA SE TRABALHAR A EXPERIMENTAÇÃO PROBLEMATIZADORA E SOFTWARES EDUCATIVOS DE SIMULAÇÃO

Abstract

Electrochemistry is a branch of chemistry that studies the download of electrons from the transformation of chemical energy from reactions into electrical energy and vice versa. Despite being very present in everyday life, it is observed that students have considerable difficulty in understanding the phenomena related to this area. To overcome this difficulty and, due to the pandemic scenario, in this project educational simulation software and a problem-solving experiment were used in the teaching of electrochemistry content via remote with 5 meetings via Google Meet, in order to provide a problematizing and constructivist teaching of knowledge. Mandatory questionnaires (initial and final) were used to assess previous conceptions and the promotion of the project in the teaching/learning process. They were students from the 2nd and 3rd years of the Technical Courses in Informatics; Agriculture and Chemistry of the Federal Institute of Education, Science and Technology Goiano - Campus Iporá - Goiás. A qualitative-quantitative approach was applied to semi-structured questionnaires, with open and closed questions, in which data on the participants' previous conceptions about the theme involved and activities developed during and after remote classes. The activities were developed based on the three pedagogical moments of Delizoicov: 1st) Initial Problematization; 2nd) Knowledge Organization and 3rd) Knowledge Application. Despite the low number of participants in this project, we can say that, in general, the objectives were achieved. It was possible to contextualize the content in the synchronous meetings and bring the phenomena considered abstract and submicroscopic to the macroscopic and symbolic together with everyday events, thus helping to promote the modification of common sense views and concepts. Through the questionnaires, it was possible to assess prior knowledge and verify the construction of knowledge after the interventions carried out via remote, using experimental simulation software aimed at electrochemistry contents. There was an improvement in the appropriation of scientific concepts in the application of the final questionnaire. The project was also positively evaluated by the students.