Uma proposta de ensino de equilíbrio químico com uso da metodologia ativa POGIL

Abstract

The chemical equilibrium explains some of the chemical phenomena and is related to other fundamental concepts of the epistemological field of Chemistry. However, it presents many learning barriers, already widely reported in the literature. We present a teaching approach to involve the students in the process of learning contents of the chemical equilibrium, in a participatory and collaborative way, with the perspective of becoming a citizen endowed with intellectual autonomy and critical thinking. The POGIL - Process Oriented Guided Inquiry Learning was the chosen active learning tool to be employed in the sequence of activities developed for the classroom and laboratory. The executed a qualitative research, had as participants the teacher and students of the second grade of High School and Technical Work Safety in the Teônia Amaral State School, located in the city of Florânia–RN, Brazil. Data collection were performed through questionnaires, pedagogical test, other documents, and participant observation. The set of the results revealed active participation of the students in the proposed activities. The students presented greater interaction between the peers and the teacher, a higher level of interest and commitment in the activities, as well as improved skills to build the knowledge. Questions designed with increasing levels of complexity, taking into account students' previous knowledge and discussions at the end of tasks, are promising to enhance the understanding of the qualitative aspects of chemical equilibrium. For the most part, the students were able to attribute dynamic behavior to the chemical equilibrium and could understand that reactants and products coexist in the same reaction flask. During the application of the methodology, students progressively incorporated the scientific language and concepts related to the subject. All students evaluated that POGIL facilitated the understanding of the chemical equilibrium theme, and 83% indicated that the methodology has motivated the active participation in the learning process. As an educational product of this work, ais a pedagogical workshop for high school teachers, for encourage them to conduct activities such as those proposed here.