EXPERIMENTAÇÃO DE MISTURAS E SITUAÇÕES-PROBLEMA PARA O DESENVOLVIMENTO DO PENSAMENTO QUÍMICO NA EDUCAÇÃO BÁSICA

Abstract

Chemistry teaching still faces challenges related to students' learning, especially when content is presented in an excessively theoretical, decontextualized manner and focused primarily on the memorization of concepts. In this context, the present study aimed to investigate how inquiry-based experimental activities could contribute to students' participation, interpretation, and knowledge construction regarding the topic of Mixtures and Separation Methods in first-year high school classes. The proposal was based on the integration of theoretical, experimental, and problem-based activities, seeking to promote greater student engagement in Chemistry lessons. This study adopted a mixed-methods approach, combining qualitative and quantitative procedures through the use of diagnostic and final questionnaires, participant observation, and the implementation of a didactic sequence. The research was conducted with two first-year high school classes at a public state school located in Cezarina, Goiás, Brazil, during the morning shift. In both participating classes, students demonstrated active engagement during the inquiry-based experimental activities, particularly when they were able to manipulate materials, formulate hypotheses, discuss results, and relate chemical concepts to everyday situations. Evidence of increased student participation and interaction was also observed during group discussions, as well as improvements in the explanations presented throughout collaborative activities. Nevertheless, the study revealed that some conceptual difficulties persisted, particularly regarding questions that required higher levels of abstraction, interpretation of scientific language, and the articulation of different levels of chemical representation. The findings suggest that more carefully planned and systematically organized inquiry-based teaching proposals, supported by intentional teacher mediation, may contribute to greater student participation and a deeper understanding of chemical concepts. Keywords: Chemistry Teaching; Inquiry-Based Learning; Experimental Activities; Didactic Sequence; Chemistry Education.