Investigação guiada sobre precipitação química - Possibilidades para o Ensino Médio
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Data
2021-07-20
Autores
Oliveira, Julio Mario de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa teve como objetivo desenvolver e avaliar a potencialidade de uma sequência didática fundamentada nos pressupostos do ensino por investigação com enfoque no tema de precipitação química. A pesquisa foi desenvolvida dentro da abordagem qualitativa da pesquisa-ação e teve como sujeitos participantes o professor-pesquisador e alunos do 2º. ano do ensino médio de uma escola da rede privada de ensino. A sequência didática produzida consistiu de cinco etapas: uma atividade inicial com perguntas para averiguar o conhecimento prévio dos alunos; atividades experimentais com o uso de microscópio para estimular a produção de hipóteses e discussões entre os alunos; a realização de seminários com o objetivo de incentivar a investigação, a reflexão e a validação ou não das hipóteses iniciais; a realização de um grupo focal para se extrair mais dados para a pesquisa; e, na última etapa, um questionário para confirmar se os conceitos sobre precipitação foram bem assimilados. Além de conceitos como precipitação e solubilidade, a sequência didática conduziu para a abordagem de temas como a forma cristalina dos compostos iônicos, reações químicas com precipitação e o tipo de precipitação que ocorre no ciclo natural da água. Para análise dos resultados foram consideradas todas as etapas da sequência didática e optou-se pela análise de conteúdo, segundo Bardin, como procedimento de interpretação dos dados coletados durante a aplicação da pesquisa. A coleta de dados foi realizada por meio de questionários e da transcrição de diálogos extraídos de vídeos das aulas. Os resultados obtidos demonstraram um impacto positivo na construção do conhecimento pelos alunos, pois foi verificado que avançaram em relação às suas ideias prévias, apresentando concepções mais próximas das aceitas pela ciência. Num contexto de pandemia da Covid19, a pesquisa foi aplicada quase que na sua totalidade de forma online, e a participação dos alunos foi expressiva. O produto educacional gerado é destinado a professores de Ensino Médio na forma de um modelo para planejamento e realização de uma oficina sobre precipitação com enfoque no ensino por investigação. Palavras-chave: Ensino por Investigação, Precipitação, Pesquisa-Ação, Sequência Didática, Ensino de Química, Aulas Online.
This research aimed to develop and evaluate the potential of a didactic sequence based on the assumptions of inquiry teaching focused on the theme of chemical precipitation. The research was developed within the action research qualitative approach and had as participating subjects: the teacher-researcher and students of the 2nd. year of high school from a private school. The didactic sequence produced consisted of five steps: an initial activity with questions to determine the students' prior knowledge; experimental activities using a microscope to stimulate the production of hypotheses and discussions among students; the holding of seminars with a view to encouraging investigation, reflection and the validation or otherwise of initial hypotheses; the conduction of a focus group to extract more data for the research; and, in the last step, a questionnaire to confirm whether the concepts about precipitation were understood. In addition to concepts such as precipitation and solubility, the didactic sequence led to the approach of themes such as the crystalline form of ionic compounds, chemical reactions with precipitation and the type of precipitation that occurs in the natural water cycle. In order to analyze the results, all steps of the didactic sequence were considered and content analysis was chosen, according to Bardin, as the procedure for interpreting the data collected during the research. Data collection was carried out through questionnaires and the transcription of dialogues extracted from video recording of the classes. The results obtained showed a positive impact on the construction of knowledge by students, since it was observed that progress was made compared to their previous ideas, adopting conceptions closer to those accepted by science. In the context of a Covid19 pandemic, the research was carried out almost entirely online, and student participation was remarkable. The generated educational product is intended for high school teachers in the form of a model for planning and conducting a workshop on precipitation with a focus on inquiry teaching. Keywords: Inquiry Teaching, Precipitation, Action Research, Didactic Sequence, Chemistry Teaching, Online Classes.
This research aimed to develop and evaluate the potential of a didactic sequence based on the assumptions of inquiry teaching focused on the theme of chemical precipitation. The research was developed within the action research qualitative approach and had as participating subjects: the teacher-researcher and students of the 2nd. year of high school from a private school. The didactic sequence produced consisted of five steps: an initial activity with questions to determine the students' prior knowledge; experimental activities using a microscope to stimulate the production of hypotheses and discussions among students; the holding of seminars with a view to encouraging investigation, reflection and the validation or otherwise of initial hypotheses; the conduction of a focus group to extract more data for the research; and, in the last step, a questionnaire to confirm whether the concepts about precipitation were understood. In addition to concepts such as precipitation and solubility, the didactic sequence led to the approach of themes such as the crystalline form of ionic compounds, chemical reactions with precipitation and the type of precipitation that occurs in the natural water cycle. In order to analyze the results, all steps of the didactic sequence were considered and content analysis was chosen, according to Bardin, as the procedure for interpreting the data collected during the research. Data collection was carried out through questionnaires and the transcription of dialogues extracted from video recording of the classes. The results obtained showed a positive impact on the construction of knowledge by students, since it was observed that progress was made compared to their previous ideas, adopting conceptions closer to those accepted by science. In the context of a Covid19 pandemic, the research was carried out almost entirely online, and student participation was remarkable. The generated educational product is intended for high school teachers in the form of a model for planning and conducting a workshop on precipitation with a focus on inquiry teaching. Keywords: Inquiry Teaching, Precipitation, Action Research, Didactic Sequence, Chemistry Teaching, Online Classes.
Descrição
Palavras-chave
Precipitação (química), Investigação, Química (Ensino Médio), Ciência - Estudo e ensino, Pesquisa-ação em educação