Tabela Periódica Inteligente: desenvolvimento de uma ferramenta interativa como recurso educacional para o Ensino de Química

Abstract

Technological innovations have contributed significantly to education, improving both teaching and learning through the use of interactive technologies. These tools encourage teachers to explore alternative methodologies, aiming to increase the effectiveness of the pedagogical process, notably with regard to the content of the periodic table and its properties. When teaching this topic, challenges such as the difficulty in abstracting concepts, mechanical memorization and the scarcity of teaching resources have been identified, according to bibliographical research, as factors that make it difficult for students to assimilate this content. Using the precepts of David Ausubel's theory of meaningful learning, we sought to develop a conceptual profile of students before and after using the Intelligent Periodic Table (IPT) to assess whether the pedagogical proposal using the interactive educational resource helped in the assimilation of concepts related to the periodic properties studied. The proposal was applied to a 1st year high school class, made up of 17 students from the João XXIII State School of Elementary and High school, in Cabedelo/PB. The research adopts a qualitative approach and aims to analyze the influence of the Smart Periodic Table on the development of learning about periodic properties. Under the mediation of the professor-researcher, the students were instructed on how to integrate questions, developed by them on periodicity, into the TPI. The educational product enables a dynamic exploration of periodic properties, using LED lights and Bluetooth connectivity to create a more interactive and visual learning experience. To collect the data, two questionnaires were used: the first, a survey, applied before the methodological proposal, and the second, an investigative one, applied after the proposal. Furthermore, participant observation was used. The results indicated that 64.7% of the students surveyed prefer to learn through practical activities. This indicates a strong inclination towards hands-on approaches. The application of TPI demonstrated a positive impact on the assimilation of periodic properties, expanding students knowledge about the organization of the Periodic Table and its properties. Before the intervention, 100% of students had no knowledge about periodic properties or periodicity, while, after using the tool, more than 50% reached representational and progressive levels, with 68.9% showing advances in understanding the atomic radius, in addition to significant improvements in electronegativity and ionization energy. Furthermore, 25% of students made progress in understanding electronic affinity, proving the potential of TPI to reduce conceptual gaps and stimulate engagement in Chemistry teaching.