Proposta de UEPS abordando conceitos envolvidos no processo de ensino e aprendizagem da eletroquímica

Abstract

The present work aimed to elaborate, apply and evaluate a Potentially Significant Teaching Unit - PSTU, with focu on the content of Electrochemistry. The proposal uses as basic assumptions aspects of the theory of Significant Learning. The said PSTU generated an educational product intended for teachers of basic education so that they can apply it in their chemistry’s classes. Initial debate was generated around the ideas of the operation of cellular batteries, as the students incorporated the use of this device to their routine. In order to contribute to the improvement of the teaching and learning process of this content, the activities present in the proposal included: situations-problems, experiments, debates, simulators, reading texts, video presentations and construction of conceptual maps. The PSTU constructed was applied in two classroom high school, one in the 2nd year (20 students) and the other in the 3rd year (25 students), both in the José Joaquim Public School, located in the municipality of Coronel Ezequiel-RN. In the first moment, the previous knowledge on the operation about cellular batteries was raised and later it was possible to discuss concepts related to the content of electrochemistry, such as: anode, cathode, oxidizing agent, reducing agent, oxidation, reduction, saline bridge, among others. The data collected during the activities were analyzed based on the qualitative research references. From the application of the unit it was possible to observe that the students demonstrated motivation for the study, enthusiasm for the resolution of the problems situations and anchoring of new knowledges. These situations were evidenced from the participation of the students in the activities in course, such as the elaboration of the map produced at the beginning and end of the application. For analysis purposes the map helped identify significant learning cues, as also the use of three half-open questions along with a questionnaire where they could answer four statements ranked on a maximum scale for agreement and minimum disagreement about use of PSTU in chemistry class. As results, they reported that learning moments were enjoyable, as they felt more willing to participate in all stages of application and agreed to the use of PSTU for the teaching and learning process of electrochemistry. At the end, it was evidenced that the application of the PSTU is characterized as dynamic and enables students to learn progressively from the different activities/strategies developed.