Utilizando o erro na aprendizagem de química orgânica no ensino médio por meio de um quiz

Abstract

Chemistry plays a crucial role in the high school curriculum, presenting relevance in today's society. However, it is common to find students who struggle to comprehend the content, especially regarding Organic Chemistry. In this context, the Error Learning Theory and the Cognitive Load Theory have emerged as a viable alternative to enhance students' performance in this discipline. Based on these theories, the present study aims to analyze the application of error-based learning in teaching Organic Chemistry, using an educational quiz focused on specific skills for 3rd classes in a public high school. The goal is to contribute to the improvement of Chemistry teachers' pedagogical strategies, providing resources that enable the development of teaching methods considering cognitive processes in learning and analyzing errors as a mechanism for redirecting pedagogical practice. The choice of this theme is justified by the need to seek solutions to the difficulties faced by students in understanding Organic Chemistry, and in the ways of assessing the student. The research question guiding this study is: how can the analysis of students' errors aid in the teachinglearning process of organic functions? The data to be discussed were collected from the analysis of students' responses to the questionnaire, identifying the factors that lead to the emergence of errors and using this process as a tool for the teaching-learning process. The educational product will consist of a quiz-style game and a manual to assist the teacher in analyzing response patterns and working on observed student errors by redirecting the teacher in their lesson plans.