Sequência didática de ligações iônicas baseada em contextos problemáticos

Abstract

The obstacles encountered in learning chemical bonds are varied, mainly due to the level of abstraction necessary to understand such theories. Thus, the use of methodologies that guarantee the student's protagonism in teaching-learning has been gaining prominence, among which we can mention methodologies based on problematic contexts and the didactic-pedagogical contribution of the Didactic Sequence as collaborators in this process. Therefore, this research aims to develop and evaluate a didactic sequence for teaching ionic bonds using problematic contexts for students in the 2nd year of high school at a private school in Natal/RN. This is qualitative research with descriptive objectives carried out in a private school in the city of Natal/Rio Grande do Norte. The study sample consisted of 25 students in the 2nd year of high school. Three instruments were developed for data collection, two of which are individual before and after questionnaires and a motivational questionnaire. In relation to the results, an evolution in the understanding of the content regarding ionic bonds can be seen. Furthermore, it was noted that the students were engaged with the experiments and were able to establish connections between chemical concepts and the phenomena presented. Furthermore, most of the target population considered the didactic sequence to be satisfactory, stating that it had improved academic performance. Finally, as the final product of this study, a teacher support booklet was developed with objective descriptions of the interventions used, facilitating the use and implementation of the proposal in different educational contexts.