Atividades experimentais problematizadas: um guia didático para o ensino de química a partir de contextos locais

Abstract

Experimental activities are configured as a methodology that allows for the reflection of empirical phenomena, providing a positive quality for the learning of scientific concepts. In this way, this methodology has the potential to associate observable phenomena with theoretical explanations. Therefore, the question that arises is whether problematized experimental activities, linked to a regional context, enable the application and development of learning in chemical scientific concepts. To answer this question, some regional themes related to the presence of coral reefs, extraction of sea salt, and fuel production were selected. These contexts are linked to the environment and economy of the state of Rio Grande do Norte. Based on these themes, proposals for problematized experimental activities (AEP) were created, grounded in the three pedagogical moments: initial problematization, organization of knowledge, and application of knowledge. These proposals were applied in two classes of the 2nd year of high school at a private school in the city of Natal. The results obtained from this work showed that it is feasible to organize and conduct an investigative experimental activity, allowing the experiment to be on the path to problem resolution. From these results, it was possible to create a guide of proposals so that teachers can employ experimental activities in their classes in a problematized and contextualized manner.